Lesson Plan Title: Grade 1 Additional Language – “All About Me: Exploring My Identity and Feelings”
1. Materials Needed
- Chart paper and markers
- Crayons and colored pencils
- Pre-printed worksheets with simple sentences and images
- “Feelings Wheel” visual aid
- Storybooks about feelings and identity (e.g., “All About Me” books)
- Flashcards with vocabulary words
- A mirror for self-reflection
2. Learning Objectives
By the end of the lesson, learners will be able to:
– Express their identity using simple sentences (e.g., “I am [name]. I am [age].”).
– Identify and articulate at least three feelings using appropriate vocabulary.
– Demonstrate an understanding of personal identity and feelings through creative expression.
3. Vocabulary
- Identity: who you are
- Feelings: emotions (happy, sad, excited, scared, etc.)
- Name: what you are called
- Age: how old you are
- Family: people related to you
4. Previous Learning
In previous lessons, students learned about basic emotions (happy, sad, angry) and were introduced to the concept of self through sharing basic personal information like names and age.
5. Anticipated Challenges and Solutions
- Challenge: Some learners may struggle to express their feelings.
- Solution: Use visual aids like the “Feelings Wheel” to help identify emotions. Encourage peer discussions to foster confidence.
- Challenge: Vocabulary can be difficult for EAL learners.
- Solution: Pair students for peer support and provide additional vocabulary flashcards with images.
6. Beginning Activities (10% of time) – 10 minutes
- Introduction: Gather students in a circle and introduce the topic “All About Me.”
- Discussion: Ask students what makes them special and write down their contributions on chart paper, making sure to include a variety of responses to highlight diversity.
- Vocabulary Introduction: Present vocabulary using flashcards and images. Elicit personal examples from students for each vocabulary word, reinforcing their understanding.
7. Middle Activities (80% of time) – 40 minutes
- Self-Portrait Activity (15 minutes)
- Students draw a self-portrait on chart paper and write simple sentences about themselves incorporating the vocabulary (e.g., “I am [name]. I am [age]. I live with my family.”).
- Encourage them to decorate their portraits and share a unique quality about themselves.
- Feelings Exploration (15 minutes)
- Introduce the “Feelings Wheel.” Have students take turns sharing how they feel today and why.
- They can select a feeling from the wheel and create a small drawing representing that emotion, discussing the reason for their choice.
- Story Time and Discussion (10 minutes)
- Read a story related to identity and feelings, such as “All About Me” or “The Way I Feel.”
- After reading, guide a class discussion about the characters’ feelings and how they relate to the students’ own experiences.
- Group Sharing (10 minutes)
- In pairs, students share their self-portraits and feelings with each other, practicing their language skills and building confidence in speaking about themselves.
- Encourage the listening student to ask questions for deeper engagement.
8. End Activities (10% of time) – 10 minutes
- Reflection Circle: Sit the students in a circle and invite them to share one exciting thing they’ve learned or felt during the lesson, fostering an inclusive environment.
- Closure: Summarize the key points about identity and feelings, reinforcing the vocabulary learned throughout the lesson. Ensure each student has a chance to contribute, if comfortable.
9. Assessment and Checks for Understanding
- Observe student participation during discussions and activities, noting the use of vocabulary.
- Check completed worksheets for understanding of vocabulary and sentence structure.
- Listen to pairs during group sharing for language use and confidence levels; provide immediate feedback.
10. Differentiation Strategies
- For advanced learners: Encourage them to write more complex sentences or assist peers.
- For learners needing support: Provide sentence starters or fill-in-the-blank worksheets to guide their thinking.
- Pair EAL learners with supportive classmates to facilitate language learning and confidence.
11. Teaching Notes
- Be patient and encouraging, especially when students express their feelings, acknowledging that sharing can be challenging.
- Use a calm and friendly tone to create a safe and conducive learning environment.
- Share a little about yourself as a model to establish rapport and encourage students to open up.
This lesson plan effectively aligns with the CAPS curriculum by focusing on personal expression through language, promoting social interaction, and enhancing emotional literacy among Grade 1 learners. By emphasizing identity and feelings, students engage in meaningful communication and reflection, fostering a sense of community within the classroom.
Additional Enhancements
- Cultural Relevance: Incorporate localized examples of emotions or identities that resonate with the students’ experiences in South Africa, promoting inclusivity.
- Indigenous Knowledge Integration: Provide a space for students to share traditional values or family stories that reflect their heritage, enhancing their sense of self and belonging.
- Cross-Curricular Links: Suggest connections to Creative Arts by allowing students to perform a short skit expressing an emotion or identity, integrating language with drama and fostering creativity.