Content Focus: Social skills and Performing Arts (dance and acting)

Language Focus: Receptive language, listening

Vocabulary Focus: Facial expressions, body expressions, non-verbal communication, feelings/emotions

Standards:

• CASEL competencies of self-awareness and social awareness
• Dance:
  • Standard DD 2: PERFORM—Students will analyze, develop, and convey meaning through the presentation of artistic work.
  • D.D.P.2.e: Artistic Expression Explore use of whole or isolated body movement with changes in feelings or elements of dance.
• Theatre:
  • Standard TP 2: PERFORM—Students will analyze, develop, and convey meaning through the presentation of artistic work.
  • TP.P.2.e: Nonverbal Communication Use gestures, movement, and facial expressions to communicate.

Arts Integration: Integrating movement and concepts seen in dance and acting into social emotional learning that leads to self and social awareness of feelings/emotions.

Lesson Objectives: Students will use face and body expressions to effectively portray their emotions for others to see and understand.

Activities: Emotions/Feelings Charades

Engagement/Introduction: 

• Explore/model how basic emotions are portrayed (smiling=happiness, frowning=sadness, crossing arms and brows furrowed=anger, etc.).
• Show videos of people dancing and acting and have students pick out different emotions they see.

Assessment Procedure: As students are doing the activity, make observations on how students are using their bodies to show the emotions. Make notes of students who may consistently be looking to others before showing the emotion themself (may need more instruction/ specialized instruction to help them with their awareness).

Materials: emotion/feeling cards (just words or pictures of the feeling), post-it notes / cardstock, construction paper

Modifications: For older grades you could make it more difficult by having two cards of each emotion and give one to each student. They would look at the card and put it down at their desk. They would then move around the room demonstrating what emotion they received and have to find their match (the student who had the other card of the one they had).

Supporting Documents: Lesson Plan

Contact: Grace Peterson (petersongrace@aasd.k12.wi.us)