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Reading/Writing
Grade: 3-5

#4708. Character Feelings and Traits

Reading/Writing, level: 3-5
Posted 04/11/2013 by Tatiana Canales (Tatiana Canales).
Los Fresnos Consolidated Independent School District (LFCISD, Los Fresnos, USA
Materials Required: Video about Feelings, Feelings and Emotions PowerPoint, First Day Jitters by Julie Danneberg
Activity Time: Approximately 3-4 days; 45- 75 minutes per da
Concepts Taught: Reading/Writing

Theme
Character Feelings and Traits

Learning Domains
This lesson addresses the cognitive domain by having students make connections. Students must be able to distinguish feelings/emotions and different situations that evoke them. Then they must apply their learning to what they are reading to determine the connection between the character, feelings/emotions, situations and events, and how they determine a certain outcome.
This lesson addresses the social domain with the matching card game. Students work together in small groups to pair up scenario/statement cards with process cards pertaining to feelings and emotions through spoken words, relationships, actions and thoughts.
This lesson addresses the affective domain with the video. The video on feelings is cute and funny. The video introduces the students to the topic of feelings with a song. The song has a catchy tune and the kids like it. The images of kids acting out feelings are cute and funny.
This lesson addresses the psycho-motor domain by having the students act out different feelings and emotions.

Objectives
A. Texas Essential Knowledge and Skills (TEKS)
Reading
describe the interaction of characters including their relationships and the changes they undergo.[3.8B]

B. Backwards Lesson Planning Goal
The students will understand and be able to describe interactions of characters, their relationships, changes they undergo and their influence on the plot.

C. Language Objective
TLW watch a video about feelings and PowerPoint.
TLW listen to the teacher and classmates in classroom discussions and activities.
TLW participate and take turns in discussions and activities.
TLW tell about how they felt the first day of school.
TLW draw and write about their first day of school.
TLW use a graphic organizer to write about the character in the story.

Materials
Video about Feelings, Feelings and Emotions PowerPoint, First Day Jitters by Julie Danneberg, "The Notion Emotion Game" (Gourmet Curriculum), Character Outline for Personality Collage Doll, Character Analysis Graphic Organizer (http://www.fcrr.org)

Strategy
I will use the Critical Dialogues strategy from Peregoy and Boyle (2013) to plan a "structured conversation" with the students about the story, video, and media sources (pg.95). I will use a variation of the Personality Collage Doll strategy from Booth Olson (2007) to have students make connections to the character in the story (pg. 76). The personality collage doll can be turned into a shape book by adding more pages and having the students write a story using "The Individual Language Experience Story" strategy from Peregoy and Boyle to tell about their own experiences or events (pg.118-119).

Lesson Steps (Activities)

A. Hook
I will have students watch a video describing different feelings and emotions for different situations (happy, sad, mad, etc.).

B. Teacher Input (I do)
I will show students a PowerPoint about feelings and discuss the different feelings and examples.
I will have student volunteers come up and act out some of the different feelings and emotions. I will also have the rest of the class join from their desks.
Before reading First Day Jitters by Julie Danneberg, I would ask students questions about their experiences of the first day of school.
The students will draw a picture of themselves on the first day of school on a character outline. They can include drawings of what they might look like or what makes them feel the way they do. The teacher can provide a sentence stem for the student to write about their drawing. "On the first day of school I feel. . ..because. . .. . ."
Then I would have students make predictions about what events will happen and who the characters are by previewing the cover, title, and pictures from the beginning of the story.
As I read, I will have students tell what the character is doing, saying, feeling and describe her relationship with Mr. Hartwell through careful systematic questioning.
The students will write in their character analysis charts: how the character acts, the character's feelings from the beginning of the story to the end using words that describe the character or actions, and describe the character's relationship with other characters in the story.

C. Check for Understanding
I will check for understanding through the classroom discussions and student participation. I will also check for understanding through the student's analysis of the story character on their graphic organizer. I will work with individual students as needed for clarification.

D. Grouping (we do)
Play Matching Card Game
In small groups, I will have the students play "The Notion Emotion Game" (Gourmet Curriculum Press, Inc.) The students will be placed in small groups, 3-4 students. Each group of students will get 16 process (P) cards and 16 scenario/statement (E) cards. The back of the process card will be printed with either: action, thoughts, spoken words, or relationships. There will be four cards of each process. There will be four scenario cards that show each kind of process. Players will take turns matching a scenario with the right process card. Players keep the pair of cards when a match has been made. The player with the most pairs wins.

Challenge: Have groups write their own scenario and process and share or act out for the class to determine the process.

E. Independent Practice (you do)
Students will fill out character analysis graphic organizer using information discussed in class and details from the story.

F. Closure
Write about how you feel on the first day of school. Why do people feel nervous when they are in a new situation? Tell how you could help someone who is feeling nervous.

References
National Center for Learning Disabilities (2013). Types of LD. Retrieved from
http://www.ncld.org/types-learning-disabilities
National Society for the Gifted & Talented (2013). Giftedness Defined. Retrieved from
http://www.nsgt.org/giftedness-defined
Danneberg, Julie (2000). First Day Jitters. Whispering Coyote Press. 85 Main Street, Watertown, MA, 02472.
Knoblauch, Bernadette & Sorenson, Barbara. (1998). IDEA's Definition of Disabilities. ERIC Digest E560. (ED429396). ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA. Retrieved from http://www.ericdigests.org/1999-4/ideas.htm
Olson, Carol Booth (2007). The Reading/Writing Connection: Strategies for Teaching and Learning in the Secondary Classroom (2nd Ed.). Boston, New York, San Francisco, Mexico City, Montreal, Toronto, London, Madrid, Munich, Paris, Hong Kong, Singapore, Tokyo, Cape Town, Sydney: Pearson.
Peregoy, S. F., & Boyle, O. F. (2013). Reading, Writing, and Learning in ESL: A Resource
Book for Teaching K-12 English Learners (6th Ed.). Boston, Columbus, Indianapolis, New York, San Francisco, Upper Saddle River, Amsterdam, Cape Town, Dubai, London, Madrid, Milan, Munich, Paris, Montreal, Toronto, Delhi, Mexico City, Sao Paulo, Hong Kong, Seoul, Singapore, Taipei, Tokyo: Pearson.
Smith, Christie, M.Ed.; Henderson, Kay, B.S.; Garber, Jan, M. Ed. (1996). Main Dishes. Gourmet Curriculum Press, Inc., New Braunfels, TX.