Lesson Plan Template adapted for ECE 314/T&L 441

(ECE – PreK to 2nd Grade)

Second Grade/ 7-8 Years Old

Curricular Area: Language Arts
Developmental Snapshot/Prior Knowledge: I decided to go back to Mathias from our first
language observation and analysis assignment. Mathias is in second grade and he is almost 8
years old. He has been in Canada for 6 months now, as he arrived at the end of first grade. He
moved to Canada from Poland therefore he is fluent in Polish. He also arrived with age
appropriate literacy skills as he had previously learned to read and write in first grade in Poland.
Based on my observations as I had watched his video, I believe that he understands multiple
concepts and ideas. He has just begun developing his English language skills. Taking this into
consideration, I believe that he needs practice with any curricular area. Anything would be
beneficial towards his language development, which includes his pronunciation and ability to
form concrete sentences. I decided to create a lesson plan that is simple yet beneficial in relation
to the connections he makes with people as well as understanding how to express yourself. That
being said, my lesson plan will be about emotions as well as reading faces. This certainly seems
very simple, almost way too simple, however in Mathias’ case he is coming from another
country where they may not have the exact same facial expressions for different emotions. Also,
he is at an age where he may need this information in order to express himself around his peers,
teachers, relatives, etc. Therefore, I created a lesson that would hit on multiple skills he could
further develop.
Standards: I focused on the WIDA English Language Development Standards. I thought that
since I was going to be working with Mathias to develop his language skills, we could use these
standards that are a bit more generalized and apply directly to his progression with his English
development. Out of the five standards listed on their website, I chose only two of them that I
thought applied directly to this student.
Standard 1: Social and Instructional Language- English language learners communicate for
social and instructional purposes within the school setting.
I chose this standard because it relates directly to Mathias’ English language skills. He will
need to learn the emotions and English words for multiple feelings. This will be very
beneficial in the long run when he will need to know these words and phrases in order to
communicate with those around him, whether that be in a school setting or outside of the
classroom.

Standard 2: Language of Language Arts- English language learners communicate information,

ideas and concepts necessary for academic success in the content area of language arts.
This standard relates directly to the activity I have planned with this whole lesson. Students
will need to practice their reading skills as well as tap into their knowledge of synonyms,
adjectives, and overall comprehension of emotions.

LEARNING OBJECTIVE
 The student will be able to identify feelings by using a variety of words and understand
how to demonstrate these feelings with various actions.
LANGUAGE OBJECTIVE for children categorized as ELs in K-2 only.
 The student will be able to identify feelings by using adjectives as well as synonyms to
demonstrate their understanding of the language. They will speak out loud and say a full
sentence of what emotion is being shown and why they think this is that emotion
(through the use of adjectives).
CLASSROOM ENVIRONMENT
 I would have the students sitting on the carpet/bean bags or comfortable seating as we
go through the whole group activity. I believe that I would read a book with the class
that focuses on various feelings. For example, I could choose I’m Having a Sky Blue
Day! or possibly The Color Monster: A Story About Emotions. Both of these stories are
simple, fun, and get the point across of what various feelings look like. This reading part
of the lesson would support English language and English literacy development. What I
would do for Mathias specifically is have a one-on-one mini lesson with him after the
group reading and class activity. Therefore, I would have the emotions listed in the story
and then I would have corresponding feelings/emotions in Polish, therefore developing
Mathias’ home language development as well as literacy development in his HL. This
individual lesson could take place in a quieter area of the classroom and somewhere
where Mathias would be comfortable in his seat but also have a way of being able to see
and use the labeled emotions resources.
INSTRUCTION
 Explain which type of activity will be facilitated during the lesson: I will technically
have a whole classroom lesson however will work individually with Mathias to really
hit his language and literacy development. Also, I could either do the mini lesson with
Mathias before or after the whole group reading activity.
 Introduction (Lead-In; tie this to the Learning Objectives): I will introduce the lesson to
the whole class by asking questions such as, “What kind of feelings do we have? Are
there good AND bad feelings?” and more. Then we would read the book. That would be
the introduction for Mathias, as well as the rest of the class.
 Step-By-Step Procedures and Learning Activities: First of all, I could either do the mini
lesson with Mathias before or after the group activity. I would ideally plan to work with
Mathias after the group reading of the story. I would sit down with him and read the
book the class read, in English. As we are reading, I would have Mathias do as much of
the reading as possible, as I point out each word with my finger. I would pause after
each emotion is introduced and just double check that he understands what it is and how
to identify that emotion in yourself or others. Once we finish reading, I would take out
vocabulary cards that have the emotions in English on the front and his home language,
Polish, on the back. This would make sure that we use his home language to support
meaning making, in this case in regard to emotions. (Espinosa, 2014) I would also post
these emotion cards, both in English, Polish, and possibly one more language that we
have in the classroom, on a designated board that has the “weekly lesson” or main idea
of the week, etc. This would further enforce language development as we use labels in
home language. (Espinosa, 2014) This also hits on the students’ literacy skills. After
introducing Mathias to these emotions, my hope is that he would be able to identify
them if seen in an activity, such as the group activity I would have planned for the whole
class. After reading the book to the class again, maybe the next day, I would have the
students play “emotion charades”. They would choose an emotion, either on their own
or from some cards I have prepared ahead of time. Each student would have the
opportunity to perform their emotion in front of the class and the rest would have to
 guess what they are trying to act out. This use of gestures and physical movement would
support vocabulary, language, and even literacy development, especially for Mathias.
(Espinosa, 2014) Finally, I would have more in class activities ranging from whole
group, small group and individual tasks for the students to partake in throughout the rest
of the general lesson for the week or so.

o As mentioned previously, I would be introducing simple vocabulary that relates

directly back to emotions and feelings. This would range from the following
vocabulary words: happy, sad, angry, mad, nervous, tired, excited, surprised, and
more. These words would also be identified in Polish.
o This lesson would tap into knowledge that applies to children of all cultures and
backgrounds. They all have emotions and ways to represent these emotions and
feelings. We would be identifying the differences in our emotions between
various cultures. Children would have to tap into their previous knowledge of
their own cultural display of emotions. (Baker, 2019)
o I will ask multiple questions throughout the individual part of the lesson with
Mathias. I would ask questions that relate directly back to how his culture sees
various emotions. Also, I would allow him to think about the different emotions
he has already experienced and why he may have felt the way he did, thus
creating an opportunity to engage in critical thinking.
o Closure (should reflect the introduction): I would reflect back on everything I
had discussed in regard to emotions itself, the way they differ throughout
cultures, etc. Then, I would try to frame it in a way to say that we all feel
different emotions, sometimes during school too. We have to be respectful of
others and remember that everyone is going through their own feelings but we
may not see them too clearly.
ASSESSMENT
 Assessment plan should include specific planning for:
o Mathias will have to correctly identify the various emotions in both English and
Polish. When I ask him to show me a particular emotion, I will be looking to see
whether he can correctly identify that emotion and vice versa, I will show an
emotion and check to see if he can tell me which emotion I am showing.
o Data collection: I will mainly be observing as well as keeping notes to track his
progress with identifying emotions.
o Analysis: I will be on the lookout to see if he is properly using emotions/able to
realize how others around him feel and react accordingly.
o Application: By using the progress from this lesson, I can continue with teaching
about a lesson that relates back to a social-cultural idea, such as greetings or how to
speak with different people.
o Evaluation criteria: I will be evaluating Mathias’ literacy development by seeing if
he can read through the story on his own. I will evaluate his language skills while he
goes through the multiple activities I have planned for him to do! Not to mention that
I will also be able to evaluate his understanding and identification of emotions while
watching him during the whole group activity of “emotions charades” while he acts
out an emotion as well as how he recognizes the other students’ emotions.