Lesson plan for a CLIL class (Arts and Crafts) for 2n grade students.

1. 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. 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.

3. 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

4. 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

5. 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?