Krizzia Torregrosa Percy

EDU 201
April 22, 2016

(1) Name of lesson? World of Emotions

(2) Grade Level? Second Grade
(3) Suggested group size? Individual, group, class
(4) Subject? English Language Arts/Reading
(5) Standard?

(2)6.3 generate possible ideas for future writing by recalling experiences, talking, drawing, and
listening to stories [NS 6.2.1]
(2)6.4 organize ideas through activities such as listing, webbing, and clustering [NS/PS 6.2.2]
(2)6.12 produce writing for given audiences [NS 6.2.6]
(2)6.13 share writing with others and listen to responses [NS 6.2.7]
(2)6.14 display writing through informal/formal publication
(2)8.1 determine the purpose(s) for listening (such as, to obtain information, to solve problems,
or enjoyment) [NS/PS 8.2.1]
(2)8.2 link prior knowledge with new information
(2)8.3 activate prior knowledge
(2)8.4 listen to different types of literature
(2)8.5 attend and respond to public presentations and a variety of media [NS 8.2.2]
(2)8.6 recognize that different dialects exist [NS 8.2.3]
(2)8.7 follow two-step oral directions to complete a task [NS/PS 8.2.4]
(2)9.1 select and use specific vocabulary to communicate ideas [NS 9.2.1] a. obtain information
b. give, follow, and restate multi-step directions c. rephrase questions d. complete sentences e.
differentiate between a question and a statement
(2)9.2 speak clearly at an understandable pace [NS 9.2.2]
(2)9.3 make oral presentations that maintain a clear focus [NS/PS 9.2.3]
(2)9.4 recount experiences and tell stories that move through a logical sequence of events and
include character and setting [NS/PS 9.2.4]
(2)9.5 give clear directions to complete a simple task [NS/PS 9.2.5]

(2)9.6 participate in various forms of oral communication (e.g., informal dialogue, music, plays,
book talks, oral reports, speeches)

(6) Objective ? Students will be able to identify words that express emotion, relate to their
personal experiences, create readable work of arts, work individually, in groups as well as in
a class, present to the class, have class discussions, create essays based on information
presented in class
(7) Materials needed to facilitate the lesson? Inside Out movie, yellow, purple, blue,
green and red construction paper (one of each for each student) markers, scissors, five large
poster boards
(8) Procedures
Step 1: Students will watch Inside Out (or some of it if time does not permit)
Step 2: Pass supplies out to students (each student should have a yellow, purple, blue,
green and red piece of construction paper) each group should already have markers/scissors
on their tables
Step 3: Place the five poster boards on the whiteboard and write an emotion on top (angry,
sad, disgust, joy and fear)
Step 4: Each color of construction paper identifies each emotion shown in the movie. (Red=
anger, blue=sadness, purple=fear, green= disgust, yellow=joy) Individually, students are to
take the appropriate color and write down emotions/actions they felt while they were angry,
sad, joyful, disgusted and scared
Step 5: After 20 minutes, have the students compare their different emotions with their
group. They are to compare and contrast how they each felt
Step 6: Groups must come up with their favorite feelings for all five emotions
Step 7: Call groups up one by one. The groups will now present their posters with the
different characteristics of being angry, sad, disgusted, scared and joyful.
Step 8: The class will select one of the groups emotion/action from a category. (cried when
sad) Move on until all of the groups have presented and an emotion has been selected.

Step 9: As the class selects a groups reaction to an emotion, have a member of the group
write that action down on the respected poster board that is placed on the whiteboard.
Step 10: Once all of the groups have presented, discuss the emotions/actions that were
written on the poster boards as a class
Step 11: Have some of the students share their experiences when they felt these emotions
and why they reacted the way they did
Step 12: Have students individually create a paragraph/ short essay for a time when they
felt angry, sad, etc and how they reacted. They could answer questions like why did I react
this way? What could I do differently? What were the consequences?
Step 13: Students are to turn these essays in.
(9) Assessment? Students will be graded on three aspects: participation, presentation and
spelling/grammar on their essays