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Jessica La Delfa

Lesson Plan

Class: Stage 1, Year 2 Date: 18/05/17 Time: Start: 2:00 pm

Finish: 2:45 pm
Key Learning Area: Creative Arts- Drama Lesson Topic: Exploring Emotions

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

Ss have previously explored elements of body language and non-verbal signs/language such as hand gestures. In prior lessons, they have also discussed
times when they felt happy, excited and sad. Ss are also confident with the elements of space and symbol in drama.

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment: (Informal)


By the end of this lesson, the students will:
- DRAS1.2 Conveys story, depicts events - Observe students and discuss students
and expresses feelings by using the - expresses feelings and other responses when depicting an event drama making
elements of drama and the expressive
skills of movement and voice. - Student responses during discussion time
- responds to the element of drama, specifically mood
- Reflects on characters developed in the
- DRAS1.4 Appreciates dramatic work
action of drama
during the making of their own drama and
- reflects on characters from movies and their emotions
the drama of others.
Any safety issues to be considered: Resources:
Practical classwork has potential for physical injury. IWB, Emotion Pictures, Inside Out YouTube Clips, Whiteboard for Mind map, Scaffold sheet for Ss
Ensure a space to work. needing extra support
Jessica La Delfa

LESSON SEQUENCE

Lesson Content / Indicators of Timing Teaching Strategies / Learning Experiences: Resources, Organisation
Learning (What is Taught): (mins) (How it is taught) & Assessment:
INTRODUCTION
Making/ Performing Discussion (SV, L)
Introduce terms Emotions, Body Language and Facial Ss sitting on floor
10 -15 Expressions to Ss. Ask Ss what they mean and create mind-
Element of Drama being mins map on the board.
explored: Ask Ss if they think it is possible to understand how a person is
Mood feeling just by observing them. Formative Assessment
Show Ss pictures on IWB of a person with who is happy, sad, (Informal):
excited. Ss responses during
Cross curriculum PDHPE o Ask Ss to identify these emotions and to explain what discussion
IRS1.11 Interpersonal
indicates this emotion e.g. How can you tell when
Relationships
someone is happy?
Identifies the ways in which
they communicate, cooperate
Warmup activity- Pass the Emotion (BK, IE)
and cares for others
Explain to Ss that they are going to pass a smile around the
Ss sitting in a circle
circle. T begins with passing a big smile to the person to their
left, and encourages it to go all the way around the circle.
The same principle is used to pass around further emotions
including: sad, excited, angry, scared and hungry.

DEVELOPMENT
Making/ Performing Main Activity- Inside Out Emotions (BK, IE, L, SV) Ss sitting on floor facing
Jessica La Delfa

Ensure clear and explicit instructions during this time, writing IWB
Ss will reflect on characters 30 mins instructions on board
from the Movie Inside Out Watch selected emotion clip one at a time (Sadness, Disgust, YouTube Clips: Get to
(5 mins Anger, Fear and Joy). know your Inside Out
Using Body Language and per Emotion
Facial Expressions to explore emotion) Discuss the emotion with Ss: http://www.thehelpfulcoun
different emotions selor.com/20-inside-out-
- What does it look like? clips-to-help-teach-
children-about-feelings/
Cross curriculum PDHPE - What does it feel like? (30 second clip for each
INS1.3 Interacting emotion)
- When have you felt like this?
Develops positive
relationships with peers and - What is a facial expression for this emotion? Ss find space in the room
other people with groups
Ss will spread out into groups of 4. They will act out the emotion
MOS1.4 Moving in a group and come up with a short scenario based on this
Demonstrates maturing emotion. E.g. For joy they will depict a short scenario (10 Formative Assessment
seconds) of a situation that causes them to feel joyful
performance of basic (Informal):
movement Observe Ss during drama
For each emotion, one group will share their performance to the
class making and interaction
with other Ss
Repeat this process for each emotion.

Differentiation: Ss who need extra support and those who also


experience drama/performance anxiety will work closely with the T.
They will also be provided with a scaffold of ideas on scenarios they
could perform. As the Ss have also been placed in groups during this
learning experience, this should alleviate their anxiety.

CLOSURE
Jessica La Delfa

5 mins Show & Tell (BK) Ss sitting in circle


Appreciating T asks students to share their favourite emotion from the day
using a facial expression and appropriate body language. Formative Assessment
Ss will share what they have (Informal):
learnt through reflection and Discussion (L) Reflects on Characters
finalise lesson with a Discuss the emotions explored with students, asking Ss what developed in the action of
discussion they learnt today about emotions. drama

Differentiation: EAL/D Learners can use facial expressions and hand


gestures to communicate their ideas during this time.

Key: Gardners Multiple Intelligences Theory- (LM) Logical Mathematical, (SV) Spatial & Visual, (L) Linguistic, (BK) Bodily Kinaesthetic, (M) Musical, (IE)
Interpersonal, (IA) Intrapersonal, (N) Naturalist