Seton Hill University

Pragmatics/Emotion Lesson
Teacher: Meghan Mastroianni
Subject:
Date: April 15, 2015

Time:

1 hour

Language Development
Pragmatics
Plan approved
by:

Class:

Intense Learning Support

3-5; Jeanette McKee
Elementary

Big Idea for the Lesson:

Pragmatics: Expressing Emotions
Pragmatics is a fundamental skill to show proper emotions.
We can use emotions as adjectives to describe how we are feeling.
Essential Question for the Lesson:

What does it look like to be angry?

What makes you feel happy? Sad?

Behavioral Objective(s):
Individually, students will be able to match a picture character card to the emotion on the board 1/1 times.
Individually, students will create a paper plate mask that represents two different emotions.
Individually, students will construct their own short story about two different emotions using correct language, grammar and
punctuation.
Pennsylvania Common Core State Standard(s):
16.1.A: Distinguish between emotions and identify socially accepted ways to express them.
Materials, Supplies, Equipment (Including Technology):
-

Dry erase markers

Visual picture cut-outs of characters and smiley faces
Paper plates
Glue
Popsicle sticks
Crayons/Markers
Short Story worksheet
Emotion flashcards

Activities and Procedures:

Anticipatory Set/Hook/Lead-in including Transitions:
(Multi-sensory; more than words. How will you engage and introduce the lesson?)

To begin the lesson, we will brainstorm things that make us feel HAPPY and things that make us SAD.
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Each student will be responsible for providing something for each.

I will be creating a web on the white board as everyone gets called on the give their answer.

Tell students that happy and sad are two different emotions. Ask students, Has anyone ever heard of the word emotion?
Continue on to discuss what the word emotion means. Ask if students can think of any other emotions, or words we can use
to describe how we are feeling.

Lesson Sequence (step-by-step):

I will then hand out a character piece to each student. They will have a minute to look at it and try to figure out the face that
character is making and how he is feeling.

Hulk- angry

Nemo and Dory- scared

Olaf- happy

Simba- sad

Minion- funny

Goofy- confused

Spongebob- hungry

Hanging on the board, I will have smiley faces indicating these different emotions- happy, sad, scared, angry, funny, confused
and hungry.

I will begin by doing an example and showing where I would put the confused face. We will talk about why I would put it
there (scratching head, doesnt know what to do).

I will call up students individually to come up and match their character to the correct emotion represented with the smiley
face on the board. They will have to tell their friends what that emotion is and why their character might be feeling that way.

We will then create masks using paper plates and popsicle sticks.

I will show an example of my mask that I created.

Students should brainstorm and choose two different emotions as I am passing out materials.

Students should then draw one on each side of their paper plate mask.

I will make sure to tell students that they can choose any emotion, not just ones we have talked about.

They will use glue to stick the popsicle stick onto the bottom of the mask so that they can easily hold it.

Once everyone is finished, I will pass out the worksheet with directions for creating a short story. I will ask one student to read the
directions out loud. I will then show my story that I created that goes along with my mask.

Using the emotions they drew, they will then create a short story.

I will walk around and help students as they are creating their own story.

When we are finished, we will share our stories with the class.

Closure (Recall and review of objectives):

If time permits, we will play flashcard football using emotion index cards. In order to throw for a point, students will either have to
make the face for that emotion or say something that makes them feel that way.