Grade 3 – Unit I: Lesson 1
Recognizing and
Identifying Feelings
Objectives
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The learner
will be able to identify, describe, and label six feelings: HAPPY, SAD,
NERVOUS, RELAXED, FRIGHTENED, SAFE.
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The learner
will increase sight vocabulary, reading vocabulary, and writing vocabulary
through discussion and word study. (SCS – LA 1.04)
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(NELAS 3)
Materials
Feeling Face Cards,
Scissors, Opposite Feelings sheet, How did you feel at recess
today? sheet
Introduction
 Explain
to students that this is their first lesson in Making Choices. Tell
the class that they are going to be examining and discussing feelings during
this lesson. Ask the students what a feeling is and let them share different
feelings they have experienced.
 Activity
I: Feeling Faces
Put the
students in groups of three. Provide each group with a set of Feeling
Face Cards. Ask the children to identify the feelings on their cards,
and to describe what each face is doing (e.g., “frowning” or “smiling”).
Then ask students to talk about a situation when they might feel this way.
Provide examples as needed.
Review
the definitions of any unfamiliar words on the cards. Students can use a
dictionary to look up the definitions and share them with the class. Make a
chart on the board with two columns: Easy Words and Challenge Words. Place
each word found on the cards in one of the two columns.
When all
of the students have described their face cards and definitions have been
found for new words, ask them to match each card with an opposite
face/feeling card. Students can use the words and faces to help them make
their match. Ask the groups to raise their hands as soon as they have
matched all of their cards. Discuss how students made their matches and how
the feelings are opposites.
Teacher Tip:
If students keep a journal of
words and definitions to use in their writing, encourage students to include
any new feeling words they have learned.
 Activity II:
Opposite Feelings
Pass
out the sheet called Opposite Feelings. Ask students to fill in the
sentences with words from the Feeling Face Cards. Students can not
use a word more than once.
Teacher Tip #1:
Students can complete this
sheet individually or in their groups of three.
Lesson Modification #1:
To challenge more
advanced students, encourage them to use as many of the challenge words as
possible.
Lesson Modification #2:
There are two
versions of this sheet. For students with less advanced language skills, you
can provide the Activity II B sheet where one word is given to the students
and they only have to locate a word that means the opposite of the word and
fits in the blank.
Teacher Tip #2:
Opposite Feelings
sheet can be copied onto a transparency and completed orally as a whole
class activity. This option is a good choice if you feel your students can
not do this activity independently.
Conclusion
Review
the definitions of the feelings presented and review the opposite pairs.
Application Activity: How
did you feel at recess today?
On each
of the next five days, give students about five minutes to complete the
activity below.
1.
Immediately
after recess, ask students to take out their Making Choices Folders.
Pass each student a copy of the sheet, How did you feel at recess today?
2.
Tell students
to circle the word on their worksheet that describes how they felt during
recess that day.
3.
Ask students to
share their answers with the class. Ask for individual volunteers, or take a
“poll” to see who answered “happy,” “sad,” “angry,” etc.
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