Student: Viviane Sorrentino
Type of Lesson: Suggestopedia
Title of Lesson Plan: Feelings
Date: June 16, 2023
1. Objective: The students will be able to say how they are feeling and to identify 6
feelings by listening, writing and will know how to correctly say them, happy, sad,
angry, scared, bored, tired.
2a. Foreign Language Standard(s) Addressed: Communication – Standard 1.1: Students
engage in conversations, provide and obtain information, express feelings and emotions,
and exchange opinions.
2b. English Language Development Standard(s) Addressed: The WIDA English Language
Development Standards Grades Kindergartens (4-6 years old): Can Repeat and respond to
chants about working collaboratively in small groups or centers (e.g., call and response)
using gestures.
3. Common Core Anchor Standard: Anchor Standards for Speaking and Listening:
(1) Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing
their own clearly and persuasively. (2) Integrate and evaluate information
presented in diverse medias and formats including visually, quantitatively, and
orally.
4. ACTFL Proficiency Level Expected: Novice Low
5. Scaffolding:
a) The students already know the feelings names and meanings in L1.
b) The teacher will use visual aids of each feeling, the students will play “how
am I feeling?” activity, the students will complete a worksheet activity.
6. Review: The students will review the sentence structure, “I am + feeling +
adjective”.
7. List the following:
New Vocabulary: feeling(s), happy, sad, angry, scared, bored, tired.
New Structures: The students will learn to say 6 feelings names, and the students will lean
to say “When I am + adjective, I + verb” sentence structure.
Materials the Teacher will Need: Each feeling visual aids, 2 flash cards of each feeling, a
“Write the feeling” worksheet.
Materials the Student will Need: colored pencils.
8. Teach the Material:
a) The teacher will play a “feelings Song” on YouTube
https://www.youtube.com/watch?v=KivttwaXQZ4
b) After having the students watched the video the teacher will ask the
students how are they feeling today and allow them answer in L1.
c) The teacher will then present the new feelings words to the class showing
each feeling visual aid at time and saying it name aloud.
(10 minutes)
9. Guided Practice:
a) The teacher will repeat the “Teach the Material” (c) activity but this time
the teacher will act like the feeling while saying it name and having the
students repeating the words acting after the teacher.
b) The teacher will slowly read a story to the class with a background music
(link below). The teacher will act the story while reading, with emphasis on
the feelings presented in it.
https://www.youtube.com/watch?v=WiZV-UlRE4c
c) The teacher will tell the story again with music in the background. This time
a little bit faster and having the students acting the story together with the
students. Giving emphasis on the feelings while the teacher reads.
d) One last time the teacher will tell the story again. This time having only the
students acting the story with emphasis on the feelings while the teacher
reads.
(20 minutes)
10. Independent Practice:
a) The students will play the “When I am feeling” activity. The teacher will set
the students in a circle. One student at a time will go to center of the circle,
take one feeling flash card and say “When I am feeling happy I (what he or
she would do if he or she were feeling like that)”, and act like that.
EX: If the student takes the “happy” flash card he or she must to say “When
I am feeling happy, I sing.” And act like singing happily.
b) The teacher will give a “Write the Feeling” worksheet to each student. The
teacher will dictate the feelings words one by one and the students will
write the feeling name besides its correct emoji figure.
OBS: The teacher can let the feeling names words on the board so they can
copy if they need. The main objective of this activity is to assess their ability
to relate the listening words to the correct feeling and their written form.
(25 minutes)
11. Differentiated Instruction Options:
a) The teacher can ask high-level students to help the classmates during the
class. For example, during the peer activity the teacher can put one higher-
level students with one lower-level student or during the group activity the
teacher can put one high-level students to help each group.
b) The teacher can do the same example for low level students to shy
students.
c) The teacher can ask students with motor disabilities to help holding visual
aids, or control the timing during the mime activity, if the disability is can’t
walk for example.
d) The teacher can ask unquiet students to help taking materials, or help to set
the flash cards, etc.
12. Formative Assessment:
a) During the lesson the teacher will observe students’ participation and will
attentively listen to right words and pronunciation answers while they
repeat the feelings names.
b) During the Flash card activity, the teacher will observe how well they relate
the feelings to their actions.
13. Summative Assessment:
a) During the work sheet activity teacher will assess if the students are able to
relate the feelings names to the figures by listening and to their written
words.
14. Closure:
a) The teacher will say “Today we learned the feelings.” and randomly ask a
few students how are they feeling to quickly reviewing wors learned in the
class.
b) The teacher will greet and thank the students for the great job during the
class.
