EMOTIONS

My Many Coloured Days, by Dr.Seuss,

Interdisciplinary Lesson Plan
(languages, music, art, psychology,IT)
Subject: English Language
Topic: Emotions
School: Bora Stankovic-Grammar School, Vozda Karadjodja 27, 18000
Nis, Serbia
Class: I5, 15-16 years old students
Teacher: Nada Radenkovic
Objectives:
1.
The students learn to research and recognise some of their
own emotions
2.
The students learn to demonstrate some of their own emotions
through artistic forms
3.
The students will be encoured to expand their vocabulary related
to emotions and learn to use the dictionary as one of the basic
means for vocabulary study
Aim: Vocabulary revision,expanding and the study
Method: eclectic
Skills: Listening, Speaking, Reading,Writing
Grouping: frontal, individual, pair-work, group work
Material: copy sheets containing the My Many Coloured Days version of
the poem and story followed by a comment, a chart containing some
basic EMOTION vocabulary, represented through picture and words,
music cd with the pieces of some some relaxing, motivational,
inspirational music (01 Thais,02 A Midsummer Night's Dream,03 Andante - Piano Concerto No 21,
04 Air - Orchestral Suite No 3 in D,05 Solveig's Song - Peer Gynt-Suite,06 Intermezzo - Cavalleria
Rusticana,07 Canon,08 Symphony No 5 in C sharp minor,09 Gabriel Faur - Pavane, op 50,10 Clarinet
Concerto in A major,11 Lent Et Douloureux - Gymnopdie I,12 Adagio For Strings Opus 11 ),cd

player,
markers, crayons, water colours, blank sheets of paper for drawing,
copy sheets with vocabulary exercises, whiteboard.
Time: 45
Sources Used: Google search Engine, Topic Related Websites
Anticipated problems: surprise, minor vocabulary problems at the
advanced level related to the use of the dictionary.

PROCEDURE
Warm-up: For starters, the teacher greets the class asking how they
are feeling. Then she explains to the students that she will play some
music and the students will take a piece of paper and some pencils in
order to draw anything that comes to their mind, using different
colours.
5; T-Ss,
Introduction: As a continuation of the previous activity, the teacher
asks the students about their drawings,for example: What have you
drawn?Will you try to share the story behind the drawing with us? What
colours have you used and why? What do the colours represent in your
picture?
5; T-S;S-T;S-Ss
Revision:
1. The teacher handsout the copies of the poem and the story My
Many Coloured Days by Dr.Seuss and gives the instructions to the
students. The students are expected to read the poem/story, while
some relaxing music is playing in the background.In the next few
minutes, the teacher and the students discuss the texts they have
read: What is the poem/story about? Which feelings does the writer
talk about? Which coloured did he use to talk about his feelings and
emotions?
2. In the next part of the lesson, the teacher unfolds the chart
containing different facial images related to feelings and asks the
student to explain how the images feel, listing the vocabulary next to
each image.
3. Then, the teacher handsout further copy sheets contntaining the
vocabulary exercises based on the previous chart.The students complete
one or two exercises in pairs.The teacher checks their work and asks
the students to classify the words into the following categories:
ANGER,HAPPINESS,HURT,INADEQUACY,EMBARRASSEMENT,
CONFUSION,SADNESS,FEAR,OTHER, asking the student to associaate
each category with a colour. Next, the teacher handsout the copies

containing the advanced vocabulary chart related to the emotions,

choosing only some of the words to explain through mime or definition,
for example: appalled, thrilled etc.
15 T-Ss, pair-work,Ss-T;
Practice and Expansion: As the music plays in the background,the
teacher divides the class into groups of 4. Each group gets a specific
topic related vocabulary chart, or better to say, only one category from
the above mentioned categrisation. The teacher asks the students to do
some dictionary work and to check the meaning of the words in the
dictionary and write an example sentence for each word in the chart.
9 group work.Ss-Ss
Production:
In continuation, each group/a spokesperson is to represent and explain
the meaning of the words by pronouncing them, defining them through
examples.Whereas one group presents the vocabulary the rest of the
group writes down the explanations and definitions.
9 group work, Ss-Ss
Homework:
Having completed the tasks, the students are supposed to be ready to
start writing a story inspired by the picture they will be handed out,
bythe vocabulary studied and by the music in the background.There are
two sets of pictures: one for girls and one for boys. For their homework
the students should write an imaginative story, using the material
studied and (with the music in the background, as a recommendation).
2; T-Ss
Additional work:
If the time allows the students can start writing the story during the
class, continue and finish it for their homework.