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    5e Emotions Lesson Plan

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    api-463456702
    The lesson plan is for a 5th grade ESL language development class. Students will learn about emotions through videos, acting out emotions, and completing emotion-focused stations and puzzles. They will then work in groups to create Google Slides presentations demonstrating their knowledge of emotions vocabulary, using pictures and sentences to label emotions. Their presentations will be shared and evaluated based on technology use, group work, vocabulary knowledge, and presentation structure and creativity.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    5e Emotions Lesson Plan

    Uploaded by

    api-463456702
    83 views3 pages
    The lesson plan is for a 5th grade ESL language development class. Students will learn about emotions through videos, acting out emotions, and completing emotion-focused stations and puzzles. They will then work in groups to create Google Slides presentations demonstrating their knowledge of emotions vocabulary, using pictures and sentences to label emotions. Their presentations will be shared and evaluated based on technology use, group work, vocabulary knowledge, and presentation structure and creativity.

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    5e emotions lesson plan

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    The lesson plan is for a 5th grade ESL language development class. Students will learn about emotions through videos, acting out emotions, and completing emotion-focused stations and puzzles. They will then work in groups to create Google Slides presentations demonstrating their knowledge of emotions vocabulary, using pictures and sentences to label emotions. Their presentations will be shared and evaluated based on technology use, group work, vocabulary knowledge, and presentation structure and creativity.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    83 views3 pages

    5e Emotions Lesson Plan

    Uploaded by

    api-463456702
    The lesson plan is for a 5th grade ESL language development class. Students will learn about emotions through videos, acting out emotions, and completing emotion-focused stations and puzzles. They will then work in groups to create Google Slides presentations demonstrating their knowledge of emotions vocabulary, using pictures and sentences to label emotions. Their presentations will be shared and evaluated based on technology use, group work, vocabulary knowledge, and presentation structure and creativity.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    University of West Alabama

    5E Lesson Plan

    Teacher: Amber Knight

    Date: May 21, 2019

    Subject area/course/grade level: ESL/Language Development/fifth grade

    Materials: pencils, chromebooks, word/picture emotion cards, bingo cards, emotion puzzles

    Standards (State and ISTE Standards for Students):

    39) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling
    when writing. [L.5.2]

    ISTE Standards.
    6. Creative Communicator
    7. Global Collaborator

    Objectives:

     Students will work in a group to build a google slides presentation demonstrating their knowledge of
    emotions.
     Students will write complete sentences to describe the emotions they choose to use.
     Students will discuss what emotions are triggered when they watch select songs/videos .
     Students will demonstrate knowledge on how to use google slides.
     Students will work in groups to complete the assigned project.

    Differentiation Strategies :

     Students will be grouped in multilevel groups in order to work off of each others strengths.
     Students will be allowed to use notes to complete the assignments.
     Students will be allowed to sit where they can see the word wall comfortably.
     Extra time will be built in the assignment .

    ENGAGEMENT:

    Students will be shown multiple videos from popular Disney Films.


    After watching each clip, students will explain how they felt as they watched the videos.

    https://www.youtube.com/watch?v=eTT1re5NI_Y
    https://www.youtube.com/watch?v=uZNRzc3hWvE
    https://www.youtube.com/watch?v=xB5ceAruYrI
    https://www.youtube.com/watch?v=zPUe7O3ODHQ
    https://www.youtube.com/watch?v=1i8XVQ2pswg
    Approved January, 2013
    Teacher will make a list of emotion words as they students share how they feel.
    Teacher will write the word emotion on the board. Students will explain what they believe the word to mean.
    Students will record new vocabulary words in their journals.

    EXPLORATION:

    Emotion picture cards will be hung around the room.


    Students will choose a card and stand by it.
    The teacher will call the emotion and the students standing by that card will act out the emotion.
    The teacher will assess student’s knowledge as they act out each emotion.

    Stations will be set up at each table for the students to complete. Students may choose what order they
    would like to complete the stations.
    1. Emotions bingo-one student will call out the emotion. Players will look for the word or picture and
    cover the emotion that was called.
    2. Students will walk around the room and match the picture on their paper to the picture card and
    record the word on their paper.
    3. Vocabulary matching puzzles-Students will match the English/Spanish emotion puzzles and put
    them together. They will record the English word beside the Spanish word on the paper.

    The teacher will observe the stations to assess student’s knowledge of the new vocabulary.

    EXPLANATION:
    Show students the emotions slide presentation.
    Have them reflect on the previous activities to share what words describe the emotions being shown on the
    screen

    https://docs.google.com/presentation/d/1PflAwOOzcdEcf7oPlqMgFQreXkSyZ-
    9EFhYl1jKPxrA/edit#slide=id.p

    Discuss synonyms and how some words may have the same meaning.
    Add any new words to the list in their journals.

    The teacher will have books available for students to further explore emotion words.
    ELABORATION:
    Groups of students will create their own slide presentation demonstrating their knowledge of the new
    vocabulary.
     Students must complete at least 2 slides each
     Each slide must contain a picture and a sentence.
     Students need to show knowledge of sentence structure. (Capital letter and punctuation)

    https://docs.google.com/presentation/d/15z0u6Apo84GqzjD04ixMOSYztcc-
    P9XgkcK2XbI33Y4/edit?ts=5cddab24#slide=id.p

    Approved January, 2013


    https://docs.google.com/presentation/d/1QZKrQ14QpK1M8Q7dosRyvAjgOpBqyknQtgxTidU7N1s/edit?ts=5cddad04#slid
    e=id.g5a30a02705_9_17

    EVALUATION:
    Students will share their presentations demonstrating their knowledge of new vocabulary they have
    learned. Each student must take part in the presentation.
    Emotions Presentation checklist
    Points Score Comments
    Possible

    Showed knowledge of technology used (google slides) 5

    Worked well with group to complete assignment 5

    Showed knowledge of vocabulary taught (pictures matched 5


    the emotion)

    Requirements were met within the presentation 10


    Pictures, sentences structure[L.5.2], correct number of slides.

    Slides are creative and well thought out. 5

    Presentation was well planned and everyone participated. 10

    Total 40

    References:
    Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks
    for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
    Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
    National Research Council. (1999). Inquiry and the national science education standards: A guide for
    teaching and learning. Washington, D.C.: National Academy Press.
    Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry.
    New York: Teachers College Press.

    Approved January, 2013

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