1. INTRODUCTION LAURA BASSAS XIRGU

IDENTIFY EMOTIONS! This activity belongs to the unit “Colours and Emotions” designed for 2nd grade students (7-8 years old). The main goal of this unit is to learn vocabulary about

emotions and to express feelings through art. Since we are working on emotions, there would not be correct works, decisions or opinions, teacher will assess

student’s effort and participation. In this activity students see different paintings and they express the emotion they feel in each artwork. After that, learners

share their ideas with their partners. The timing for this activity is one lesson of 50 minutes.

2. TEACHING NOTES

AIMS

To foster the expression of pupils’ own emotions through art.

To encourage children to be able to identify the emotions in different artworks.

MATERIAL NEEDED

Flashcards showing emotions.

Power Point with different artworks.

Worksheet for students.

TEACHING OBJECTIVES

To appreciate and understand that the art can express emotions.

To evaluate and respect the own and the others artistic work.

To be interested in knowing famous painters and paintings.

To learn about the importance of interpreting and analysing an artwork

To interact and cooperate with the partners in a relaxed atmosphere.

ASSESSMENT

Assessment is informal formative. It is based on observations, collecting notes, students’ assignments and a questionnaire for students to assess their own work at the end of the unit. Since we are working on a personal topic, there would not be right or incorrect answers, teacher will assess student’s participation and effort.

LEARNING OUTCOMES

CONTENT COGNITIVE SKILL CULTURE

To identify emotions in art works.

To match colours with emotions.

To recognize famous artists and his works.

To explain and justify the emotions student feels with an artwork.

To analyse and compare artwork by different artist.

To appreciate and respects famous artist’s productions.

• To respect and value of different artist’s work, as well as classmates artistic productions.

To take care and share the classroom material.

COMMUNICATION

LANGUAGE OF LEARNING LANGUAGE FOR LEARNING LANGUAGE THROUGH LEARNING

To acquire key vocabulary about emotions: happy, sad, scared, angry, shy, bored, excited

To express their own feelings. I’m____/ I feel _____. In this painting, I feel…..

To be able to recognize partners’ emotions. She/He’s_____/ She/he feels_____

What do you feel in this panting?

Which are the predominant colours in this painting?

What do you think is happening in this artwork?

The language used by the teacher to control, correct and encourage the pupils .

The vocabulary and structures needed when children revise their previous work and make classroom talk.

STEPS

1) 1. Teacher shows some flashcards to remember the vocabulary of the unit (happy, sad, angry and scared).

2) 2. Teacher shows the PowerPoint presentation with different artworks. Teacher asks questions to interpret the paintings and let students show their

opinion.

3) 3. Once students have commented the paintings, teacher explains the worksheet students need to do. Teacher models the activity in order to make

instructions clear.

4) 4. Learners do the worksheet and teacher solves doubts and helps them.

5) 5. Once learners have finished the worksheet they share their ideas with his/her partner.

3. STUDENTS' WORKSHEETS OR MATERIALS FOR LEARNERS:

POWERPOINT PRESENTATION

http://www.slideshare.net/laurabassas/what-do-you-feel-57424814

STUDENTS’ WORKSHEET

IDENTIFY EMOTIONS! Watch the different paintings and think about how you feel. Write in the gap how you feel when you watch the painting: happy, sad, angry or scared.

1The Old Man– Profixia

3 Elisabeth Pena – Framing Wholesalers

4 Wanvisa Klawklean

2 Guernica- Pablo Picasso

4. CLASSROOM OBSERVATION CHECKLIST BY SARA COMPANY

TOPIC QUESTIONS YES NO OBSERVATIONS

GLOBAL GOALS Are the teaching aims clear?

CONTENT Is the content suitable and challenging?

COMMUNICATION Are the students involved in using language?

COGNITION Are tasks provided to be solved at the appropriate cognitive level?

CULTURE Have I promoted classroom culture?

ACTIVITIES Do the tasks provided meet the 4Cs global aims?

SUPPORTING LEARNING

Did I provide enough language scaffolding?

ASSESSMENT Do I provide effective formative/summative assessment?

REFLECTION Did I meet brighter and weaker students' needs?

. FEEDBACK Did I give any feedback?