Submitted by Kimberlie Peterson
Objectives:
Content:
Students will...
- Identify possible reasons for human beings to experience different emotions (e.g., "receiving a diploma" = happiness, "death in the family" = sadness, etc)
Cultural:
Students will...
- compare and contrast how different students from different cultures view and express emotions differently.
Language: Content Obligatory
Students will...
- Use "because" and "when" clauses to explain cause and effect such as, "I feel afraid because a snake slithered in front of me." or "She feels confident when she knows the answer."
Language: Content Compatible
Students will...
- Use present tense to indicate agreement/disagreement when identifying emotions with phrases like, "I think ____ because ____. or I disagree/agree because ____."
Learning Strategies / Social and Skills Development:
Students will...
- work in groups or pairs to use emotions and scenarios from the book, The Way I Feel and beyond to do a "feelings sort" and begin their hyperstudio project.
- develop their skills of using Hyperstudio software.
- look for cognates of emotions vocabulary in their home language. For example: Anxious = ansioso(Spanish)
Time Frame:
2 periods of 40 minutes
Materials Needed:
- How are you Peeling? by Joost Elffers, Joost Elffers, Saxton Freyman (Illustrator)
- The Way I Feel by Janan Cain for reference
- Exploring Emotions Game (found in the handouts section. Needs to be copied and cut out - emotions only for Feelings Sort activity and all the cards for the Exploring Emotions game)
- website: http://www.do2learn.com/games/facialexpressions/index.htm
- A variety of books dealing with feelings: Stories, poems etc.
Description of Assessment (Performance Project):
** Session 1 **
Pre-task:
Review some of the emotions from the first Lesson. Have one student say the emotion, then the rest of the class makes a face to demonstrate it.During-Task:
Students will log onto http://www.do2learn.com/games/facialexpressions/index.htm
Using the corresponding hand out and the programmable face found on this site, students will create faces that correspond with the following emotions:Happy, sad, amazed, shocked, jealous, angry, irrate, disappointed, etc.
Post-Task:
Each face they create should be copied onto their handout to be used later in the lesson to compare their perceptions to the majority culture.Pre-Task:
Teacher will build background for the story, "How are you Peeling." by reviewing the following vocabulary and expressions:
- Rhyme/meaning: specifically Peeling/Feeling
- "Friends drop by"
Teacher will lead students on a picture walk. Students can predict the emotion they think each fruit or vegetable is feeling based on their perceptions. Predictions can be written down on the handout "How are you Peeling Predictions"
During-Task:
As the teacher reads the book, students can check their predictions. Teacher and students should be encouraged to stop and talk about differences during and after reading.Post-Task:
Teacher leads a discussion about how different cultures express emotions.Homework:
Students should bring home their "Facial Expressions" handout with their perceptions of how emotions are expressed. They will interview their parents to find out their perspectives. They should complete and report to the class.** Session 2 **
Homework Review:
In the large group, students share what they found out at home from their parents and share the facial expressions with the larger class. The teacher can help the students conclude that in some cultures people may express the same emotions differently. Some on the otherhand may be the same. The differences are OK.Pre-Task:
Teacher will explain the opening task:
- We will be doing an activity called a "feelings sort". You will be working in small groups to sort the cards into the proper emotions category. (Show them an example on the board or overhead with one of the more common feelings like happy or sad.)
- We will sue the following to express our opinions:
"I think _______ should go _____ because_________. We should change this emotion to _____ because ______."- Once your cards are sorted you will display the sort in your work space for others to see.
- You may need to explain your reasons for sorting the cards the way you did.
Assign, number off or allow students to choose groups of three to four students for the "Feelings Sort".
During-Task:
Once students are situated in their groups of 3 to 4 students each, pass out cards to be sorted. Direct them to find the emotions first, then look for the descriptors and scenarios that go with that emotion.Once students are underway, circulate and assist or redirect where necessary. Listen to the language being used and possible language that could be addressed in a later lesson.
Post-Task:
After groups have finished or the twenty minutes has passed, The class will circulate together looking for differences in where they sorted or how they sorted the emotions. Students should look for differences between groups and should be encouraged to clarify their reasons for sorting the emotions the way they did and ask questions of their classmates. Discuss if any of these differences are cultural.Pre-Task:
In the large group, explain the game "Exploring Emotions" (See directions on Handout in Handout section. Game will have to be prepared beforehand) Highlight key language that the game uses: "I feel ____ because ______." Students pick partners and pick up materials.During Task:
Students play the game, Exploring Emotions. Teacher circulates assisting with understanding and use of the target language objectives.Post Task:
Students clean up their area and find their seats. When they return to their seat they will see an "Emotions Inventory" (in handout section). Here they can target the language objectives in writing. Students will complete sentences revealing how they feel during particular circumstances. This will be a great way to see if they are understanding all the specific emotions that are new to them.Homework:
Give students a preview of what is to come. Share the true story, "Afraid" with students. Tell them they will be writing a story of something that is happening in their life, beginning tomorrow. Their homework will be to think about some significant events in their life and the main emotion that evoked. Their homework is to write their top three choices on a piece of paper to be ready for the following lesson.
Assessment:
Informal assessments using the "Emotions Inventory".
References and Resources:
Freymann, Saxton & Elffers, Joost. (1999). How are you peeling? Foods with Moods. Scholastic: New York.
Purchase at Amazon.com in English and in Spanish.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Emotions Inventory
How Are you Peeling Predictions
Exploring Emotions Game