OBJECTIVES:
The student should be able to:
• Students will learn how to express feelings and emotions in oral communication in the target language. (knowledge and comprehension)
• Students will learn how to respect the space of each other and to move in their own space. They will express different feelings and emotions using movements and mimes. (perception)
• Students will create in little groups a dance/ movements to express a feeling. (synthesis and internalizing values)
TIME: 1 hour and 30 minutes
MATERIALS
CD player
music
flash cards
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
As I am introducing vocabulary related to “feelings and emotions” in French, I will ask the students to create their own dance/ movements to express different feelings and emotions.
ACTIVITY:
Day 1: (1/2 hour)
The instructor will review vocabulary related to feelings and emotions in the target language.
The instructor will show some flash cards and ask the students to describe the picture in French.
Je suis fatigué(e). (I am tired)
Je suis en colère. (I am mad)
Je suis triste. (I am sad)
J’ai peur. (I am scared)
Je suis content(e). (I am happy)
Je suis heureux/heureuse. (I am very happy)
Students will be asked to illustrate each feeling/emotion by drawing a picture in front of each word/sentence. The instructor will help them as needed.
The instructor will mime each expression. The students will stand up and mime with all the body each feeling and emotion without talking using their body. They should have enough space to move safely without touching anybody.
All the students will sit down. One student will come to the front of the classroom and pick one sentence from an envelope. The student will mime the sentence with his/her body. The rest of the class should recognize which sentence he/she mimes. The student who finds the right answer will come to the front to mime another sentence.
Closure: The instructor will put some music on and ask the students to move/dance expressing different feelings and emotions, with their body.
Day 2: (1 hour)
The instructor will put different pictures expressing feelings and emotions on the board. The instructor will ask the students to use French vocabulary and expressions to identify the feelings and emotions. Some students will come to the front of the class to mime some of the vocabulary.
The instructor will put some music on and ask the students to walk quietly in the classroom to express a feeling/emotion (for example: smiling to express happiness; very serious to express madness, etc…). When the music stops, everybody will freeze.
The instructor will divide the class in small groups of three or four students. Each student will be associated to a feeling/emotion (example: happy, sad, scared, etc...). In groups, the students will have a few minutes to create a pattern movement to present the feeling/emotion they have been attributed. They should move body parts, use different levels and use the structure “call and response”.
Closure: The instructor will put music on and every group will perform one after one. The students will sit making a big circle and say in the target language how they feel.
Connections (real life): The instructor will motivate students to interact together in order to socialize and express feelings and emotions at school and with other French/Cajun speakers out of school.
EVALUATION/ASSESSMENT:
The assessment will lay on the capacity of the student to identify the words/expressions and assimilate it to a movement and mime.
ART CONTENT/CONCEPTS:
none listed
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
CM-2-B8: Sharing likes, dislikes, feelings and emotions in a variety of situations (1, 5).
D-CE-E1: Use kinesthetic awareness, proper use of space and the ability to move safely; (1, 2, 5).
D-CE-E2: Explore and demonstrate basic movements and the elements of dance (space, time, and energy); (1, 2).
D-CE-E3: Recognize and explore dance as a way to create and communicate ideas and feelings; (1, 4).
D-CE-E4: Explore the process of making dance; improvise to create a dance phrase; (1, 2).
D-CE-E5: Execute improvised and set movement patterns with concentration and focus individually and in groups; (1, 4, 5).
MODIFICATIONS | ACCOMODATIONS:
The instructor responds to the needs of learners at various stages of the project. If a student is not able to move all the body parts, he could mime the expressions on his face. It is possible also to express the feelings/emotions through drawing or painting.
TEACHER'S REFLECTION:
The students quickly learned the meaning of each new expression. Now they know how to associate each feeling to a mime and they recognize them when somebody else is miming. Most of them were able to pronounce well each expression after the lesson. I think that integrating movements and mimes is a good way to learn vocabulary and new expressions in the target language.
The students enjoyed moving and dancing. They had fun during the lesson and most of them were very motivated by this lesson. However, I noticed that with some classes it was a little more difficult for the students to create a movement in small groups. They were doing better alone by themselves.
First, I had planned the lesson for one hour, but it was too short. One hour and half may be the minimum time we need, but it could be two hours or more.
RESOURCES:
Batimbo, Burundi drums. (It can be other music).
http://www.lepointdufle.net/viequotidienne.htm
(Situations: Dire comment on se sent, exprimer ses sentiments, emotions; 11 expressions du visage).
GALLERY
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