Riley Lathrop Unit 2: “My Feelings” Lesson 3 Date Taught:

June 25th, 2019

Lesson Overview
Lesson Description/Overview

(taught entire class)

I will welcome students into class, and then have students write how they are and how the weather is today.
Next, students will have the opportunity to ask their classmates how they are today through coming up to the
front of the class and asking their classmates individually how they are using the phrase “how are you today
____?” Then, students will have the opportunity to come to the front and lead a clapping pattern after I lead
a few clapping patterns. We will create a circle and practice our circle movement phrase, and also our high
middle low pattern. We will review near, mid, and far reach space by growing our bodies outwards, and then
moving front, back and around in a circle with near reach space. Next, we will play emotions charades where I
write all four emotions we have been working with on the board, and I act one out in the center of the circle
and students guess which one I am embodying. Then, students will have the opportunity to do the same (also
at desks to play may be easier). We will sit in a circle and read “My Many Colored Days.” Then, students will
receive a blank body template with the prompt “How do I feel when I am happy?” Students will use colored
pencils to color and draw their feelings when they are happy. One the back of the drawing, students will write
three times or reasons they are happy. When done, students will receive the same sheet for sad, excited, and
worried. We will end with answering the reflection question: “What was your favorite part of the day?” and
sing a new song called “five little monkeys” and more songs if time and attention permit.

Rationale/Purpose

Associating color with emotion is important for students to have an abstract exploration with emotions.
Students also are exploring their feelings through writing reflections on when they are happy, sad, excited,
and worried in Indonesian. Creating personal connections to emotions is something not all English classes will
dive into since they are writing in Indonesian rather than English. Creating a personal connection to the
emotion ensures an individual understanding rather than simply a word that is to be memorized. Students
will color and write at the same time so they can use writing to be inspired for coloring and coloring to be
inspired for writing. Reflecting on students’ favorite part of the day is important because students can reflect
on what makes them happy, or possibly their strengths in learning. This provides me with information on my
own class as well. This helps guide how I can adapt to their favorite parts of class. Students here are also
connecting with the emotions and feelings unit through identifying what they enjoy and what makes them
happy. We will end with singing because students show high engagement during these times in class, and
they also show the highest execution of English vocalization skills when they are given a song to sing.

Critical Essential Question (s)/Focus Questions

How can you identify three times you are each emotion?
How can you create a drawing and coloring based in emotions?
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How can you apply a movement expression to each emotion (happy, sad, excited, worried)?
How can you associate color with a feeling?
How can you draw and color what it looks like to be each emotion?
What does it mean to be happy?
What does it mean to be sad?
What does it mean to be excited?
What does it mean to be worried?
How do you feel when you are happy?
How do you feel when you are sad?
How do you feel when you are excited?
How do you feel when you are worried?
When do you feel happy?
When do you feel sad?
When do you feel excited?
When do you feel worried?

Student Learning Outcomes (SLOs) Corresponding National Core Assessment Methods for
Arts Standard(s) (NCAS) Outcomes

1. Students will create a drawing and DA:Cr2.1.2 1. Students will color in a body
coloring based on their feelings of b. Choose movements that outline based on their feelings for
the four emotions (happy, sad, express a main idea or emotion, happy, sad, excited, and worried.
excited, worried) or follow a musical phrase.
Explain reasons for movement 2. On the back, students will write
2. Students will identify three times choices. three reasons or times they are
or reasons they are happy, sad, each emotion (in Indonesian).
excited, and worried
DA:Pr5.1.K b. Move safely in
general space and start and stop
on cue during activities, group
formations, and creative
explorations while maintaining
personal space.

DA:Pr5.1.2 b. Move safely in a

variety of spatial relationships
and formations with other
dancers, sharing and maintaining
personal space.

*DA:Pr4.1.1 a. Demonstrate
locomotor and nonlocomotor
movements that change body
shapes, levels, and facings. Move
in straight, curved, and zigzagged
pathways. Find and return to
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 place in space. Move with others
to form straight lines and circles.

Prerequisite Knowledge/Experience

“My name is _____”

introduction to:
head
eyes
mouth
nose
ears
shoulders
elbow
knee
leg
arm
toes
feet
hand
fingers

practiced spelling the vocabulary words

have seen the vocab words on cards before
have practiced movement based in hearing the vocabulary word
have practiced movement demonstration based in seeing the vocabulary word
introduction to over and under through drawing and embodying
drawn over/under based on an example
drawn “my body, my space”
songs: “head shoulders knees and toes” “five little ducks” “twinkle twinkle”
name game repeating other’s movements

circle dance practice

High/low pattern game
added middle

Key Concepts/Vocabulary/ Terms

Emotions:
Happy
Sad
Excited
Worried

Relationships:
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D. Dragon. Ph.D. Bridgewater State University 10/14
Over
Under
Through
In front
Behind

Level:
High
Middle
Low

Time:
Fast
Slow

Stillness vs movement
Stop
Go

Body Parts:
head
eyes
ears
mouth
ears
nose
shoulders
elbows
hand
knee
leg
foot
toes
fingers
arm

Can you move your...

Where is your…

Resources/Materials/Technology/Tools/Pre-Preparation Needed

whiteboard and whiteboard marker

emotions blank body templates
“My Many Colored Days” by Dr. Suess
reflection slips
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D. Dragon. Ph.D. Bridgewater State University 10/14
 Lesson Plan
Lesson Plan Description of Content, Pedagogy & Practice Time
(Vary order & repeat or add
transitions & components as
needed)
1. Focus and Review How are you today? Student Led 5 mins
Warming up Students write in their notebooks how they are and how the
weather is, after I welcome them to class and say good
morning. Students will then have the opportunity after I ask
students how they are to ask their classmates how they are
today.
Clapping Patterns: Student Led 5 mins
After I begin a few clapping patterns for students, a few
students will have the opportunity to come to the front of the
class and create a clapping pattern for the rest of the class to
repeat.
Transition Circle please (circle in front of the room gesture) 1 min
1. Focus and Review Group Circle Movements: We will move as a group in a circle. 5 mins
Warming up in
out
in
out
high
low
high
low
fast
slow
fast
slow
* NEW:
stop
go
stop
go
over
under
over
under
THROUGH: Hand on hip making a triangle shape, other hand
goes through.
(repeat)
To get into the circle, we will be creating a circle pattern (boy
girl boy girl) *if needed
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 Also, High, Middle, Low pattern game
1. Focus and Review Near, Mid, Far Reach: We will grow from being close to our 5 mins
Warming up bodies to further away from our bodies. We will draw the
three zones also on the board. Then, we will add terminology
of near, middle, and far as we grow. Students will one at a time
go into the middle of the circle and grow as we all say near,
middle, and far (due to lack of space)
Guided Practice: Introducing a Emotions Charades: Students will have the opportunity to 5 mins
concept enter the circle and we will guess which emotion, based on the
four we have been focusing on and the four on the board, that
student is embodying. This will dive into intrapersonal
intelligence and identification of emotions in others.
Transition Can you please sit in a circle? 1 min
“My Many Colored Days” We will sit in a circle in the front 5 mins
space of the room and read “My Many Colored Days.” This will
be an interactive reading experience, where students will
identify colors and emotions for each page as I read.
Transition Sit please (countdown if needed)
Guided Practice: Introducing a How do you feel when you are Happy- with coloring? 5-10
concept When are you happy? mins
Students will color a body based on how they feel when they
are happy, and on the back identify three times they are
happy.
Guided Practice: Introducing a How do you feel when you are Sad- with coloring? 5-10
concept When are you sad? mins
Students will color a body based on how they feel when they
are sad, and on the back identify three times they are sad.
Guided Practice: Introducing a How do you feel when you are Excited- with coloring? 5-10
concept When are you excited? mins
Students will color a body based on how they feel when they
are excited, and on the back identify three times they are
excited.
Guided Practice: Introducing a How do you feel when you are Worried- with coloring? 5-10
concept When are you worried? mins
Students will color a body based on how they feel when they
are worried, and on the back identify three times they are
worried.
7. Closure/ Evaluation/Summary What was your favorite part of the day? 5 mins
Cool down-Centering *as an exit slip to circle song

Circle Singing:
Song: “Five Little Monkeys”
Song: “Head, Shoulders, Knees, and Toes”
*trying on their own
ADDING NEW BODY PARTS:
New verse, same tune:
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D. Dragon. Ph.D. Bridgewater State University 10/14
 hand
elbows
legs
feet

arms
fingers
my whole body
this is my body

Alternative Songs
Song: “Five Little Ducks” (omitting words)
Song: “Twinkle, Twinkle Little Star”
Song: “If you’re Happy and You Know It”

Back up if extra time:

Wordsearch

Back up activity/for next day:

Moving Body Parts: Locomotor/Circle around the room: Each student will choose a body part and we will
move with that body part around in a circle in the room.

Creating group movement phrase

Creating group machine
Creating arm bridges to go underneath
Reading preposition based book
Body Part Word Search
Fill in the missing letters of body parts
Mirroring
Flocking
Bingo with body parts
BODY PART ASSESSMENT: all words written on board, just identifying body part I move through writing,
shows understanding of observation through visual input
ALSO: another assessment of full class all body part song to the tune of head, shoulders, knees, and toes
Personal Space Importance
- Personal space is the space around your body that belongs to you
- Personal space is important so we do not harm one another
written on board on Indonesian, and possibly explained by translator
Students will draw personal space again in their notebooks, and write about why it is important.
We’re Going on a Bear Hunt: because reading was attentive
Self Portrait with Descriptive word: On a yellow index card, students will draw their own self along with a
word that describes them.

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D. Dragon. Ph.D. Bridgewater State University 10/14