This document provides details about Lesson 1 on feelings from the "Carmen Sylva" Art High-School in Ploiesti, Romania. The lesson involved students in grades 2 (ages 8) and aimed to help them identify and express basic emotions through various means including language, art, music and body movements. It utilized Paul Ekman's theory of six basic emotions and resources like songs, videos and teacher-created drawings, puzzles and writings. Students worked on activities to recognize emotions, improve their English vocabulary of feelings, and express their own ideas and emotions creatively through short poems and other assignments. The cross-curricular lesson supported developing students' communication skills and self-awareness of their emotional states.

1. LESSON 1. FEELINGS
Institution: „Carmen Sylva” Art High-School, Ploiesti, Romania
Grade: the 2nd
(8-year old students)
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 (biology),
personal development, 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
Educational resources:
-already existing: children’s song “If you’re
happy” https://www.youtube.com/watch?v=l4WNrvVjiTw ; short video from the
movie „Frozen” https://www.youtube.com/watch?v=An2OaIbPSII
-especially created for this lesson: drawings/ paintings, a computer puzzle
game, writings (narrative, riddles, short poems)
Starting from Paul Ekman’s theory according to which there are six basic
emotions (happiness, sadness, fear, anger, disgust, surprise) which can be
identified in facial expressions of people from all cultures, the students were
encouraged to recognize basic emotions in themselves and in other people by
„reading” facial and body expressions and to express basic emotions by means
of language, paintings/ drawings, body movements (QR code – annex 2, annex
6, annex 9). They were also helped to become aware of their emotional state
and to improve their English vocabulary with new words and expressions, as
shown in the lesson plan (QR code – lesson plan). Thus, the students were led
to gather given words depicting emotions in „families” and complete the
conceptual map of each basic emotion previously learned during Personal
Development classes (QR code - annex 5 – conceptual maps). In order to
provide practice within contextualized frameworks, students were asked to read

2. a nonliterary text about emotions and to fill in a gap story (a literary text in which
different emotions are the characters). They were also asked to write a short
text (a poem under a standard format – Name of emotion/ Colour, taste,
scent/ Actions (3 words)/
Idiom/ Imitative word/exclamation), thus encouraging students’ creativity and
expression of own feelings/ emotions, ideas and thoughts by means of
language. Using the portraits made by Mrs. Liliana Marin, teacher of visual arts,
we created some riddles (QR code – portraits-puzzle ) which were also used by
Dr. Francisco Perez to create the computer puzzle game (QR code - game). All
the drawings used in annexes 5 and 6 were made by students, while those in
annex 2 by Iulia Ignat, teacher of visual arts. QR code – short video.