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Mad, Sad, Happy, Glad: Character Feelings
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Students will be able to identify feelings using a variety of words.
- Gather the students in the reading circle.
- Tell them today, they will learn about how characters feel (their character traits), act, or look to help them understand a story more clearly.
- Read aloud the story No, David!
Beginning: Model using pictures to help identify how David is feeling. For example, when David is sent to his room, pause and say, "I'm looking at David's face, and I can tell he looks angry because his eyebrows are slanted down. I think David feels angry because he has to go to his room."
- Pass out sticky notes to the students.
- Write the following sentence stem on the board:
- In the beginning, David feels ____.
- At the end, David feels ____.
- Ask students to write down the sentence stem on their sticky note and record the emotions David is feeling in the blank as the story is read aloud.
Explicit Instruction/Teacher modeling(10 minutes)
- Divide a sheet of chart paper into three sections.
- Write each of these words in one section: glad/happy, sad, mad.
- Explain to the students that together, you will brainstorm more words to describe feelings besides the words listed on the chart. For example: angry, excited, and unhappy.
- After brainstorming, read the lists to the students.
- Provide students with an image of glad/happy, sad, and mad beside the words on the chart.
- Allow students to use their home language (L1) or new language (L2) when creating the word wall.
- Allow students to act out examples of the feelings.
- Create an emotions word wall with words and pictures for students to refer to.
- Have students fill out the Understanding Feelings worksheet to reinforce reading facial expressions to identify feelings.
Guided Practice(10 minutes)
- Write this prompt on chart paper: David felt ___ when he ___.
- Encourage students to tell you how David felt in a certain situation.
- Fill in the blanks on the chart paper.
- Continue with at least three more fill-in-the-blanks. Remind the students to choose a word from the word list.
- Go back and read the sentences with the students.
Beginning: Encourage students to use the emotions word wall and anchor chart for support.
Intermediate: Provide a bilingual glossary.
Independent working time(10 minutes)
- Send the students back to their seat with sentence strips.
- Write this prompt on a sheet of chart paper: I felt ___ when I ___.
- Let the students copy the prompt onto their sentence strips. Circulate the room to make sure the students have their blanks in the appropriate places.
- Tell the students to think of a time and how they felt at that time. Have them use words from the brainstormed list to fill in the blanks.
- Ask students to read their sentences to the teacher.
- Remind students to refer to the emotions word wall and anchor chart with visuals for support.
- Allow students to work with a partner to complete the sentence strip.
- Encourage students to read the sentence strip to their partner to check for accuracy.
Enrichment: Advanced students can copy the prompt in their language journals and write a short story of the incident and the feelings they had.
Support: Struggling students can dictate their sentences to you. Write each one on a sticky note and let them copy it.
- Let the students read their sentences. Highlight the alternative words they chose to use.
- Check to be sure the words they chose reflect the appropriate feelings.
- Leave the brainstorm sheet up for those students who need additional help.
Beginning: Encourage students to record the new words in a reading journal or log with visuals.
Intermediate: Prompt students to read their sentences aloud to check for clarity.
Review and closing(5 minutes)
- Go back to the sentences on the chart paper. Read them.
- Read the brainstorm word list.
Beginning: Ask students to turn and talk to their neighbor and complete the following sentence frame: David felt ____ when ____.
- Have students choral chant the learning goal for the lesson: "I can identify feelings using a variety of words."
- Ask students to turn and talk to their neighbor and answer one of the following prompts:
- Another word for happy is ____.
- Something new I learned today was ____.