Lesson Plan

Date / Time
1hr / Class
Year 2/3 / Curriculum
PSHE / Risk Assessment/Heath & Safety issues
Learning objectives:
  • To be able to relate emotions to facial expressions/ body language.
  • To create art that reflects an emotion.

Success Criteria:
I can understand some emotions and the facial expressions that I might use to show them. I can create a piece of art that I feel represents an emotion.
I understand many of the emotions and can understand many of the facial expressions that show them. I can create a piece of artwork and explain why I have presented it this way.
I understand most of the emotions and facial expressions that are used. I can create a piece of artwork and create a role play that represents when my emotion might occur.
I confidently can name emotions and show the facial expressions that are used. I can create a piece of artwork and role play that shows why my emotion might occur. Challenge: Can I include 2 emotions in my role play? Do some emotions occur because of the other?
Action points from previous lesson(s):
Children have been struggling with emotions, there have been many upsets both inside and outside the classroom. This lesson is to make children aware of emotions and when they might be felt. I am also hoping that children will use art as a way to express themselves.
Resources:
  • Ipads (line art and Fluidity apps downloaded)
  • Ipad to video role play.
  • Feelings/ Emotion cards
  • Role play costumes to help children get in role.

Differentiation:
Mixed ability groups so can help each other and challenge each other further.
Emerging: Will need talk partner of higher ability to help model facial expressions and help express their thoughts and feelings. Will look at a few emotions in depth so they fully understand these and when they might occur.
Expected: Encourage these children to help others, to enable confidence and understanding to be solidified. This will also allow questioning and discussion to be ignited as children discuss when and how they perform a particular emotion.
Exceeding: Help model particular facial expressions and take part in role play.
SEND: Will need more space to express their emotions, facial expressions. Allow more time to understand task. Give prompts and repeat simple instructions or questions to allow them to join in. When using technology allow more time to get to grips with software and how to use it. Encourage them to explain their feelings. TA to prompt.
Pace / Structure of the lesson
10minutes / Arrange class in a circle, make sure that SEND children have adult/ Exceeding child next to them to keep them focused.
THINKING POINTS:
Q: How are you feeling now? Talk partners to discuss and think about this question.
Now ask these follow up questions:
Q: How do you or other people know? Why are you feeling this way?
Ask a couple of children to model their answers to the rest of the group.
5-10mins / Have feeling/ emotion cards.
Say how you feel and how you know (modelling). Be sure to show facial expressions and body language.
Lay out the cards on the floor in front.
Talk partners (1-2mins) to discuss what each emotion is and why they are feeling this way?
Pick children to answer these questions. Ask SEND using prompts such as facial expressions and body language. Challenge children who are exceeding by asking why and how you can tell they feel this way from the pictures shown.
5mins / Explain that we are going to get iPads out. Children’s task is to use fluidity, line art to explore their own facial expressions and what emotions they portray. Can add sounds that might portray emotion, why?
Exceeding: explore both emotions, what facial/ body language is used and when you might feel this way. These children to create emotions on Ipads and then act out when they may feel this way (this will be videoed to watch at end of lesson and for future lessons). Each group will get an emotion: Happy, sad, worried, angry, confused and excited.
Emerging and Expected: to use line art and fluidity to create art that corresponds to a feeling. Each group will get an emotion: happy, sad, angry, and confused. May begin role play.
SEND: use fluidity/ line art to create a piece of art that makes them feel happy, makes them feel sad. Why? When do you feel like this? TA to work with them. As a group look at: happy, sad, and worried.
20mins / Create a piece of art and/or role play.
Teacher to circle the groups to check on task.
TA to work with SEND
10mins / Review
View some children’s art using apple TV and choose a group to show their role play. Can the children guess what emotion is being shown?
Assessment opportunities
Questioning/ Participation
Observation
Videos and Art work to save alongside notes on what was said by the children. / Cross-curricular:
  • Art
  • Computing
  • Music?