arteducation.eu Erasmus+ RO1 Feelings primary school

1. LESSON PLAN
DATE: the 10th of May, 2016
GRADE: the 2nd
TEACHERS: Hortensia Bogdan; portraits drawn by Liliana Marin, teacher of visual arts
THEME: Feelings
Crosscurricular activity involving communication in mother tongue (Romanian) and in
a foreign language (English), natural science, music, arts and crafts
COMPETENCES:
- Identifying and assigning the English words to basic emotions
- Expressing feelings/emotions, ideas, thoughts, points of view by various means (words,
visual elements, music, body movements)
- Identifying the significance of simple artistic messages within familiar contexts
TYPE OF LESSON: Combined lesson
TYPES OF INTERACTION: teacher – student, student - student
TEACHING AIDS: the blackboard, the computer, the flipchart, worksheets, portraits
depicting emotions (computer speaking puzzle game, puzzle game on paper and model
portraits), colored and white shapes, Wi-Fi connection, short videos for recognizing basic
emotions, children’s songs about emotions
TIME: 50 minutes
WARMER
The students have on their desks a list which displays some words describing different
emotional states (annex 1). For 2nd graders these words will be given in mother tongue
(Romanian) as they will learn later their English correspondents. They are asked to choose the
word which describes best their emotional state at that moment, to choose a colored shape
among those they have on their desks (red/yellow/blue/green/ white/violet/orange squares)
and to come to the whiteboard and place the square under the right word.
CHECKING OF PREVIOUS KNOWLEDGE
What are these words describing? EMOTIONS
We talked about EMOTIONS during our Personal Development classes.
Let’s remember the basic emotions we learned about!
With the help of the students, the teacher will jot down on the blackboard the 6 basic
emotions in Romanian: BUCURIE (joy), TRISTEȚE (sadness), FURIE (anger), TEAMĂ
(fear), UIMIRE (surprise), DEZGUST (disgust).
By means of a guided conversation, students will find the basic emotion which includes each
given word in its “family”: FEAR includes worried; JOY includes cheerful; ANGER includes
irritated; SADNESS includes sad; SURPRISE includes surprised.
The list includes a few words which describe other emotional states, such as: indifferent,
relaxed and curious.
The students are asked to match the right “face” for each basic emotion written on the
whiteboard. (annex 2 – Matching exercise - ppt)
FORMULATION OF THE SUBJECT
Students will be informed that during this lesson they will learn some English words to
express emotions, will talk about the members of each basic emotion’s family, will mime and
recognize basic emotions in facial and body expressions.
COMMUNICATION OF KNOWLEDGE
Activity 1 – aim: to improve students’ vocabulary by learning new English words

2. The teacher will write on the blackboard the corresponding English words for the
aforementioned 6 basic emotions: JOY/ HAPPINESS, SADNESS, ANGER, DISGUST,
SURPISE, FEAR.
There will also be given the adjectives which help us to express the emotions:
HAPPINESS – HAPPY; SADNESS – SAD; ANGER – ANGRY; DISGUST – DISGUSTED;
SURPRISE – SURPRISED; FEAR – SCARED/FRIGHTENED.
When we want to express what we feel, we can say: I FEEL + adjective.
Students are asked to fill in the chart in exercise 1 (see annex 3).
Students will sing “If you’re happy” with suggestive movements:
(https://www.youtube.com/watch?v=l4WNrvVjiTw )
Activity 2 – aim: to promote discussion about related emotions
Students will be given a nonliterary text (in mother tongue for early English learners or in
English for intermediate learners) about basic emotions (annex 4). Based on this text and
working in groups of 3, they will draw the conceptual map of one basic emotion (annex 5).
The conceptual map is also to be adapted to the students’ age. For early learners, the English
terms for given members of each emotion should be no more than 3, but the discussions can
be extended in mother tongue, as shown in annex 5.
Activity 3 – aim: to recognize the basic emotions in facial and body expressions, as well as in
a short animated video.
Students are asked to match the drawings with the right word expressing emotions. (annex 6)
Students watch a short video from “Frozen” and recognize emotions in the characters’
behavior. ( https://www.youtube.com/watch?v=An2OaIbPSII )
Activity 4 – aim: to provide practice by means of a game
Pair work
“Body sculpture”: The students will be asked to “carve” the emotions written on the notes
they received by using their colleague’s body. (annex 9)
The students will try to recognize the emotions depicted by each pair.
Activity 5 – aim: to provide practice within contextualized frameworks (reading, writing)
The students are given a gap text about emotions and asked to fill in the gaps with the right
word and to find the right title of the text (annex 7). For early learners, the text will be given
in mother tongue so as the students can recognize the emotions and fill in the blanks with the
word both in mother tongue and in English. For 4th to 6th graders the text can be given in
English.
A role play can be initiated after reading and understanding the text.
PRACTICE
Activity 6 – aim: to encourage students to express their feelings/emotions, ideas and thoughts
by means of language
Students will be given a possible format for a short text (poem) about a basic emotion on their
choice (annex 8). For early learners this creative task can be given in mother tongue whilst for
4th to 6th graders the task can be accomplished in English.
FIXATION OF KNOWLEDGE
Activity 7 – aim: to provide practice by means of a (computer) puzzle game
Students will be given a portrait which should be replenished by putting the pieces in the
place. The same activity can be done by using the computer puzzle game especially created

3. for the project by Dr. Francisco Perez Garcia using the portraits drawn by Liliana Marin,
teacher of visual arts. http://arteducation.eu/puzzle/
FEED BACK AND EVALUATION
The teacher evaluates the students’ performance in class, laying emphasis on the most
interesting points of view and the most powerful arguments.
The activity is also evaluated by means of pictorial representations: each student will draw a
symbolic representation of their emotional state at the end of the lesson and display the
emoticons on the flipchart. The teacher will also evaluate her state of feeling in the same way.
A comparison between the initial and final emotional state can be done.
ANNEX 1
Choose from the list below the words which describe best your present emotional state:
worried
cheerful
irritated
sad
surprised
indifferent
relaxed
curious
ANNEX 3
Worksheet
Emotions (in
Romanian)
Emotions (in
English)
I am/ I feel …
bucurie happiness happy
tristețe sadness sad
furie anger angry
uimire surprise surprised
teamă fear scared
dezgust disgust disgusted
ANNEX 4
Basic emotions
Happiness is a state of well-being and contentment; content, satisfaction, delight, joy. Idioms:
to be in seventh heaven, to glitter with joy.
Sadness is a feeling of low spirits; blues, melancholy, depression, unhappiness, grief. Idioms:
to have the blues, to feel blue, blue in the face.
Surprise is what you feel when something totally unexpected happens to you; amazement,
astonishment, shock, stupefaction. Idioms: out of the blue.
Anger is a strong feeling of displeasure; fury, rage, indignation, madness. Idioms: red with
anger, to see red.

4. Disgust is a strong feeling of dislike or annoyance for something considered sickening or bad;
aversion, horror, nausea, repulsion. Idioms: to make you sick, to make your flesh crawl, black
look.
Fear is an unpleasant emotion caused by being aware of danger; anxiety, panic, terror, alarm.
Idioms: to be white as a ghost/ sheet, yellow-bellied, shrinking violet.
ANNEX 7
One day, emotions met in the park.
“How nice to see you again!” said (Happiness) with a big smile on her face.
“Is it really you?” asked (Surprise) in wonder as if she couldn’t believe her eyes.
(Sadness) was watching them with a sad look.
“Why are you so sad?” asked (Curiosity).
“I feel so lonely and small!” she barely uttered before bursting into tears.
“You’re still a whiner!” said (Disgust) with a black look.
“Don’t listen to him!” tried (Hope) to encourage her. “We’d better go for a bicycle
ride. Come on!” (Envy) was looking at her bicycle spitefully.
“I am afraid! What if I would fall?” said (Fear) and retreated in a hurry.
“Why don’t you watch your step? You kicked me!” yelled (Anger) with a threatening
look.
“Calm down!” said (Calm).
(Amusement) told them something funny to loosen the atmosphere a bit.
After a few hours together they broke up with the promise of meeting again more
often from then on.
ANNEX 8
Emotion
Colour, taste, scent
Actions (3 words)
Idiom
Imitative word/exclamation
Happiness:
Orange, sweet, freesia fragrance,
Laughing, singing, playing,
It makes you be in seventh heaven.
Hurray!
Sadness:
Black, bitter, smelling like smoke,
Crying, sighing, yearning,
It makes you feel so blue.
Boo-hoo!
Surprise:
Rainbow, sour sweet, smelling like the woods,
Amazing, impressing, exploding,
It came out the blue.
Oooh!
Anger:
Red, salty, smelling like gun powder,
Shouting, hitting, bursting,
Grrrrr!
Disgust:

5. Yellow, bitter medicine, smelling like rotten eggs,
Sickening, offending, revolting,
It makes your flesh crawl.
Ugh!
Fear:
Brown, sour, hospital odor,
Trembling, hiding, running,
It makes you white as a ghost.
Boo!
Riddles
I am furious, I’m mad,
People often think I’m red.
Who am I? (anger/ rage)
I am laughter, friendship, fun,
I can jump, I play, I run.
Who am I? (joy/ happiness)
I feel blue, I am upset,
My eyes are always so wet!
Who am I? (sadness)
I show my intense dislike,
I offend and I despite.
Who am I? (contempt, disgust)
Something came out of the blue,
Left me speechless. Is it true?
Who am I? (surprise)
I tremble, my face turned white,
I shiver, I might fear the night.
Who am I? (fear)
I usually live in the past,
Thinking more of what it was.
I can’t find pleasure in life,
I am sad, I don’t know why.
Who am I? (melancholy)