This lesson plan aims to teach young learners about feelings and emotions. It begins with telling a story about a monkey family and how each family member feels in different situations. Various activities are then used to reinforce the vocabulary, such as a memory game matching family members to feelings, and an "emotionmeter" where students place their name under an emoji to show how they feel. The plan incorporates songs, movement, and opportunities for self-expression to engage students and make the learning meaningful. Scaffolding strategies like modeling and repetition are also included to support student understanding.

1. I.F.D.C. LENGUAS VIVAS BARILOCHE
PRÁCTICA DOCENTE I
Alumno residente: María Silvia Maestromey
Institución Educativa: Jardín Munduna
Dirección: 25 de Mayo y Viamonte
Cantidad de alumnos: 24
Edad: 5 años
Unidad Temática: Emotions
Clase Nº: 411
Fecha: 24/10/2017
Hora: 16.20 hs
Duración de la clase: 40 minutos
Fecha de entrega de la planificación: 25/10/2017
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Learning aims: 
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During this lesson, learners will be able to…
 Recognise and use different feeling adjectives (happy, angry,
scared, sleepy, bored, sad)
 Recognise the different contexts that trigger different feelings (I
feel tired when I need a nap; I feel happy when I play with
friends)
 Use personal pronouns in context
 Recognise and use different family members (mother, father,
brother, sister, baby)
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Learning focus:
Students will expand their knowledge about adjectives:
 to describe their feelings and those of their peers
 to be able to use new vocabulary in a meaningful context
 to encourage group work and autonomous learning
 to encourage creativity in the classroom
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2. Integration of skills: 
In these activities, learners will be able to integrate two of the major
skills: listening and speaking. They will hear the trainee teaching them
different feeling adjectives and they will be able to use them in context
in different speaking tasks.
Multiple intelligences:
Multimodality is present in this lesson plan through the different kinds
of activities offered. There are visual activities, kinesthetic, songs, all of
which target promote the development of the different intelligences
and aim to the different interests and abilities of the young learners. All
of this these helps children learn in an integral way because it is their
natural way of learning. As Lemke states, the different ways of learning
are not fixed and additive, they are multiplicative.
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Materials and resources:
 A story book with big images
 A laptop
 A prop camera
 A memory game
 An “emotionmeter”
 Pieces of blank paper and black pencils
Possible contingencies:
Some children might start talking and not pay attention, I will start
singing a song “All the owls, all the owls, they say ‘shhhh!’, they say
‘shhhh!’. All the little children, like the little owls, they say ‘shhhh!’, they
say ‘shhhh!’” At the same time I will walk around the classroom looking
at them and I would place my middle finger on my lips while saying
“shhh”. Eventually, they kids might learn the song and sing with me.
Now that I have used the same song in two classes some children sing it
along and place their fingers on their lips while saying “shhh”.
Some children might start pushing and fighting. I would call their
attention and, if necessary, I would make one of them sit next to me.
Some children might ask to go to the bathroom. I would give them
permission, as they are allowed to go by themselves.
A child might ask me to blow his/her nose, for that purpose I would
carry some tissue to be able to hand it immediately.
A child might hurt him/herself. I would stop and ask him/her what
happened and see if it is something serious or just a common accident.
In the first case, I would ask their teacher to help him/her. In the
second case, I would ask him/her if s/he wants to continue playing of if
s/he wants to stay with the teacher for a while until s/he feels better.

3. Classroom management strategies:
At the beginning of the class the children are always very quiet and
attentive because they are with their regular teacher, so I would not
need to ask them to sit or stay still.
As the class develops, if I need to ask for silence I would ask nicely first,
and them I will sing the silence song (“All the owls, all the owls, they
say ‘shhhh!’, they say ‘shhhh!’. All the little children, like the little owls,
they say ‘shhhh!’, they say ‘shhhh!’”).
If I need to call a specific child’s attention, I would say his/her name and
ask him/her to be quiet and pay attention. If s/he continues with the
same attitude, I would ask him/her to sit next to me.
When they have to tidy up I would sing them the song “Time to tidy up,
tidy up. Time to tidy up, put your things away.”
Scaffolding strategies:
● Use of first language
● Modeling gestures
● Repetition
● Intentionally working in small groups.
● Connect new knowledge to children’s background knowledge
Assessment: collecting information and reporting your findings
During the class,
At the end of the class,
Lesson stages:
Routine
At the beginning of the class, the children are always waiting for their
English teacher sitting in circle on the rug.
While sitting there they sing a welcome song, accompanying with hand
gestures (Hello, hello! We say hello to you. Hello, hello! How are you
today? Welcome friends, welcome friends! It’s nice to see you again!
Welcome friends, welcome friends! It’s nice to see you again!).
Lead-in
 Purpose: opening the class
 Timing: 10 minutes
This activity will be carried out siting in circle on the carpet after we

4. finish singing the welcome song. This will help them focus on the
lesson, and avoid distractions as the teacher has a global vision of the
kids’ behaviour. This sitting arrangement also lets them see each
other’s faces as they participate, which contributes to engaging in the
class and promotes further participation.
Repetition will be one of the strategies used to make the children
remember the vocabulary.
I will show them the pictures while I tell them the story. I will let them
recognize the family members in the first image. If they can’t I will
introduce them.
While I show them each family member separately I will ask them to
say how they feel and why. Then I will tell them if they are right or aI
will correct them.
Monkey family story
This is the Monkey family. This is Father Monkey, this is Mother
Monkey, this Brother Monkey, this is Sister Monkey and this is Baby
Monkey.
Father Monkey is bored when he is working.

5. Mother Monkey is scared when she sees a spider.
Brother Monkey is angry when it's rainy.
Sister Monkey is sad when she breaks her teddy bear.

6. Baby Monkey is sleepy when he needs a nap.
Monkey family feels happy when they are all together.
Presentation
 Purpose: introducing the topic
 Timing: 10 minutes
After telling the story, I will take a camera made form cardboard out of
my bag and I will show it to the children and invite them to take a
picture. Before taking the picture, I will ask them I will ask them to tell
me when they feel happy. After they answer, I will ask them to make a
happy face and I will pretend to take a picture by dancing and singing a
song “Let’s take a picture you and me! Look at the camera, say cheese”. I
will repeat this with the different emotions they learned in the previous
class (sleepy, sad, angry, bored, scared).
https://www.youtube.com/watch?v=OBSx0laWFZk
Dancing and making movements with their bodies will help the
children to make sense in relation to each word. At this point, we need
to be aware that children make sense through a wide range of modes,
so they will be offered to act the emotions out if they do not want to
sing and dance. Giving children the opportunity to choose among a

7. series of activities will trigger their creativity and thus, they will find
their own way of understanding and internalizing the vocabulary of the
unit.
According to Pinter children enjoy fantasy, imagination and movement
so it is necessary to pay attention to the individualities of children, as
well as their habits and interests, which are different today, so this
activity can motivate them and help them express themselves, being
able to acquire the knowledge presented in a more meaningful way.
Development of the sequence of activities
Activity 1: Memory game
 Purpose: learning and recognizing different emotions and linking
them with their triggers.
 Timing: 10 minutes
I will sing “Everybody sitting down, sitting down, sitting down. Everybody
sitting down on the carpet”. Once they have sat down I will put a dish on
each of the tables and I will explain to the children that they have to
match the family member to the emotion they felt in the story and what
triggered it. For example: sister Monkey with a sad emoji and the
broken teddy bear. They will place the story back in order and they will
retell to me.
This will apply to their memory and they will be able to use the same
material we worked with the previous class.

9. Activity 2: “Emotionmeter”
 Purpose: learning and recognizing different emotions and
 Timing: 10 minutes
To end the lesson, while the children are still sitting on their table, I will
ask the students to grab a piece of blank paper and write their name.
Once they finish writing, they will stand up and say how they are feeling
right now: “I feel angry/bored”. Once they say the emotion they will
place their name under the corresponding emoji. Each emoji will have a
ribbon on the bottom with double adhesive tape and I will help them to
place their names so they don’t fall. The other teacher and me will also
share our feelings and place our names under the emojis.

10. This will give the opportunity to express themselves and share their
emotions. In this activity students will be able to strengthen their self-
esteem since they will be encouraged to speak about themselves and
everybody will be asked to respect each child’s individuality and point
of view. It is in this way that the group will be ready to be part of a
communicative, collaborative and respectful class, thus, creativity will
be easier to accomplish. It is relevant to mention that all the members
of the group, including the teacher, will express the feelings mentioned
before so as to be the model to follow for the children.
Closure
Once finished placing their names on the “emotionmeter” I will start
singing the song “Put on your jackets, put on your jackets! Let’s go now,
let’s go now! Put on your jackets, put on your jackets! Let’s go, let’s go
now”. Children will grab their jackets and go sit on the carpet. If they
don’t sit right away I will check that everybody has their jackets on and
I will sing “Everybody sitting down, sitting down, sitting down. Everybody
sitting down on the carpet”. Once they have sat down I will ask them
what did they like about the lesson. I will try to make them say the
emotions they have learned and, if they do not remember, I will guide
them through the different stages and activities of the lesson:
Remember the story I told you? How about the song we sang? Remember
when we played the memory?
After they finish sharing we will sing the goodbye song “Goodbye,
goodbye, it’s time to go. Goodbye, goodbye, I don’t wanna go… see you
later alligator! Bye-bye-bye butterfly. Goodbye, goodbye!”
To be completed by your tutor:

11. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Dear Sil
Thislessonplanintroduces/expandson the chosentopic(feelings)froma
meaningful perspective,since the contextisprovidedbythe storyyouchose. 😊
Exploring how learners feel is also really meaningful, and inviting them to
share with the group creates a sense of respect and value for how others feel.
Excellent! Make sure you plan both strategies to settle children if they get
overexcited, and strategies to check understanding of instructions.
Have a great class!
Ceci