CLIL lesson 4: Empathic at school

Date: 25.04.04

Teacher: Christian Guillen

Subject: Building community at school (feelings lab)

Lesson title	Empathic at school
Class length	45 min
Class/ student information	10 students between 7 and 8 years old. A1 level.
Lesson aims	Identify the importance of being empathic at school, how to apply in school context and reflecting about the emotions involved in the process.

 

 

Stages and time	Lesson procedure (describe the activities and instructional strategies)	Justification for the activity (content, language, cognition, culture)
Warm up and schemata activation 8 minutes	Welcome students and play a game with emotions cards. Activate prior knowledge by displaying cards with different facial expressions and ask students to identify the emotion, ask S, what is the emotion, if they don’t know how to explain it to them and practice repetition.   Play stop: with the flashcards, tell them to tell you to stop when the right emotion picture it’s one while passing them by.	Content: to play a game about the emotions, activate schemata. Language: already known language related to emotions. Cognition: recall and recognize emotions on pictures. To repeat vocabulary. Culture:  facial emotions recognition.
Preparation 3 minutes	T asks them things about themselves by playing a game, standing if you are like this, related to the emotions and the vocabulary related with how to be empathic at school. Introduce the vocabulary necessary for the next level: help, kind, nice, share, great, opinion, listen.	Content: activate prior knowledge about previous subjects. Language: introduce new vocabulary, prepare for the next stage. Cognition:  apply the concept in context, at school.  Culture:  social interaction and emotions involved.
Task 1 5 minutes	T provides with the dictionary, a worksheet where the pupils need to cut and paste the pictures in the correct place according to the label and then trace the words.	Content: Vocabulary in context. Language: apply the new vocabulary Cognition: Label and categorizing vocabulary, reading and writing practice. Culture:  social interaction and emotions involved.
Presentation 8 mins	Briefly explain what empathy is and why it is important in school. T explains the concept of empathy by: "Today we are going to learn about empathy. Empathy is when we understand how other people feel and want to help them feel better.   T Asks, "What emotion do you think this person is feeling?" and "How do you feel when you have [emotion]? Encourage students to use the structure, I/he/she can, am, is.   T asks to act out situations about school and how someone can feel, and how they can help them. T ask pupils to reflect on how their friend looks and how they can tell they are feeling by observing their faces and behaviors. Write on the board the ideas and ask them to roleplay the situations (or use the same photos), they don’t need to talk, the goal is to practice the action of being empathic, for example: someone is alone in the break time. What should you do?	Content: Qs to activate prior knowledge about the concept. Language: already known language, use new vocabulary and use the structures to express them. Cognition: reflect about emotions, personals and from others (personalize the concept). Culture:  social interaction and emotions involved, and collaboration work.
Practice 8 minutes	Story about empathy: Read a picture story about empathy and the importance of helping others. Book “I show empathy” by Elizabeth Estrada. By showing the book, T asks students to make predictions about the pictures on the story and write on the board, ask them to read and listen and check if the predictions are correct.   After reading, ask questions such as "How did the main character feel?" and "What did he do to help his friend? T checks if the predictions were accurate.	Content: To promote reading and listening skills. Analyzing the concept in context by reading the text. Language: already known language to understand the story. Cognition: Predictions about the story, reflection about emotions, personals and from others. Culture:  social interaction and emotions involved.
Assessment 2 minutes	After reading, ask questions such as "How did the main character feel?" and "What did he do to help his friend? T checks if the predictions were accurate.	Content: Qs to check concept understanding. Language: practice the story. Cognition: to check if the predictions were correct, reading comprehension. Culture:  recall emotions in others.
Detail task 2 6 minutes	Jigsaw practice, T provides a paragraph of the text where there are some words missing and they need to complete it with the information of their partner. After, T asks for the answers for the missing spots.	Content: to check concept understanding. Language: practice the text and find specific information. Cognition: recognize specific information. Culture:  collaboration work.
Assessment  3 minutes	What have I learnt? With the words in the dictionary, the teacher provides a text where students need to complete two sentences using the structure “I can and I am”.   I am ___________, ___________ and __________. I can _________, ________ and ________.	Content: to check concept understanding. Language: practice the new vocabulary. Cognition: recognize specific information and summarize.
Wrap-up 2 minutes	T explains the importance of empathy in the school context and in general, students reflect and by exit ticket, T asks pupils to tell or roleplay a situation where they are empathic, can recognize others’ emotions or do something to make others feel better.	Content: to check concept understanding in their personal ideas. Language: practice the language. Cognition: reflection on what they have learnt and make it personal, apply the concept. Culture:  collaboration work by applying the concept.