Molloy College

School of Education and Human Services

Elisabeth Perlegis Professor Eckardt

Course EDU Literacy for Early Childhood/Childhood November 1, 2022

Grade 1 Topic Feelings and Senses Content Area ELA

STANDARDS AND INDICATORS

ELA Standard: New York State Next Generation English Language Arts Learning Standard

Reading Standards

Craft and Structure

1R4

Identify specific words that express feelings and senses (R1& RL).

Indicator: This will be evident when students participate in a Think-Pair-Share activity to identify and

state the feelings and or senses evident in the book The Boy With Big Big Feelings.

INSTRUCTIONAL OBJECTIVE(S)

After listening to a read aloud book of The Boy With Big Big Feelings, and participating in a Think Pair

Share about feelings seen in the book, students will be able to identify specific words that express

feelings and senses and match those words to their scenario/image, by completing an exit ticket on
Canva, answering at least 4 out of the 6 questions correctly.

PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS

Prior Academic Knowledge

Before the ELA lesson on identifying words that express feelings and senses, students must be able to

identify words from a book. Students must have some background knowledge about what a feeling is or

what a sense is. Students must be able to develop and answer questions about a text. Students must be

able to retell stories or share key details from a text. Students must be able to identify characters,

settings, and major events in a story.

Misconceptions

Some students may believe that feelings are the same thing as senses. Students may confuse feelings

with character traits. Students may confuse senses with character traits. Students may believe feelings

don’t change. Students may think feelings remain consistent throughout all individuals.

DEVELOPMENTAL PROCEDURES (*Engaging the learner)

1. MOTIVATION Students will participate in a “Feelings scenario” card game. Students will be

given an envelope (per group table) that contains an assortment of pictures depicting different

scenarios. Students will be given the opportunity to flip over the cards one at a time, look at the

picture cards with their group table and make predictions about how the character is feeling and

what was the scenario. Teacher will first model how to play the game. (What happened in the
picture and why? What do you see? What feelings did you identify? Can you show everyone

the card? Why do you think the person on the card felt that way? Why do say that? What do you

think the scenario was? What clues helped you decide? What’s different about each of the

pictures? What similarities do you notice between the playing cards? Can people share feelings

and or feel more than one feeling? How do you know?) (5 minutes)

2. Students will participate in a “Teacher to Class discussion”, gathering background knowledge about

feelings. Teacher will conduct a read-aloud of the book The Boy With Big Big Feelings by Britney Winn

Lee. Students will listen closely for words that represent how the boy is feeling. Students will be

interacting with the read aloud by answering the post it note questions written throughout the story to

identify and describe the characters’ feelings. (What happened in the book? Does anyone know what a

feeling is? Why do you say that? Did anyone identify any words that represent feelings? What were

they? How did you know? Which context clues did you use? Why do you think the boy felt this way?) (10

minutes)

3. Students will participate in a “Think-Pair-Share” in order to discuss the feelings evident throughout

the book, The Boy With Big Big Feelings. Think about the different times in the book where the boy had

different feelings. Think about the times in the book where the main character shared the same feelings

with other characters. Pair up with a partner and share what you observed. Lastly, share with the class

your ideas. (Why did the boy have different feelings? What are some words to describe how he was

feeling? How do we know the boy felt happy, sad, embarrassed, angry, frightened? Which context clues

did you use? When did the boy share similar feelings with another character in the book? How could
you tell? How would you describe the boy’s feelings throughout the book to someone who hasn’t read the

book before?) (5 minutes).

4. Students will participate in a S'mores Feelings Activity. The teacher will provide students with a

scenario. The teacher will first model how to participate in the S’mores Feelings Activity. Students will

open their ziplock bags filled with marshmallow faces. Students will be instructed to find the best

word/facial expression that matches the scenario stated by the teacher. Students will stick their

marshmallow image in the marshmallow sandwich and raise their smores folders up in the air for the

teacher to see. (Why did you choose this facial expression and word? How does it match the scenario

given? How did you decide this word represents how the character is feeling? Have you ever felt this

way? Why? What is another word to describe how the person is feeling?) (9 minutes).

5. Students will review and take notes on the different types of feelings and senses. Students will take

notes on their “Feelings Note Sheet”. Students will take notes on facial expressions and words that

convey certain feelings and or senses. Teacher will model how students should record their notes, then

students will write down the notes from the presentation slide. Students will help the teacher add to the

examples displayed on the board. Teacher will provide students with examples of words that represent

feelings and examples of words that do not represent feelings. (Did you know that feelings can change

over time? How is everyone feeling so far? Can anyone think about any other feelings that were not

represented on the board?)(5 minutes).

6. Students will review with a Feelings song, https://www.youtube.com/watch?v=0076ZF4jg3o

(0.32-1:44) Teacher will provide students with more examples of words that represent feelings and
words that do not represent feelings (Can anyone remind me what a feeling is? Can anyone remind me

what a sense is? How do you feel on your birthday? How do you feel on the first day of school? How do

you feel on the last day of school? How do you feel when you have to take a big test? Why do you think

you feel this way? What are other words that represent feelings or senses? What are examples of words

that do not represent feelings? How did you know?) (4 minutes)

7. Students will assess their knowledge by completing the Exit Ticket called, “Feelings and Senses” on

Canva, to correctly draw connections between words that represent feelings in given scenarios (Does

anyone have any questions pertaining to the exit ticket. What did you have to identify during the exit

ticket?) (10 minutes)

8. CLOSURE: To close the lesson, students will collaboratively help the teacher create an anchor

chart based on words representing feelings. Students will be able to come to the front of the classroom

and draw a picture next to each feeling on the anchor chart. This chart will be hung up in the classroom.

This will be used as a tool for reference and as an social-emotional learning check-in. (What are some

feelings we should write and draw on our Feelings chart? What facial expression should we draw and

Why? What did you learn today? What is the one sentence takeaway?) (5 minutes).

ASSESSMENT (formal & informal)

Informal assessment

Questions posed by the teacher throughout all of the activities, Monitoring during group work, Feeling

scenario card game, questions after the read aloud book, Think-Pair-Share, S’mores Feeling activity,

Feelings Note Sheet, peer discussions, anchor chart activity. .

Formal assessment

Students will be able to identify specific words that express feelings and senses and match those words

to their scenario/image, by completing an exit ticket on Canva, answering at least 4 out of the 6

questions correctly and explaining their answers.

INSTRUCTIONAL STRATEGIES

Cooperative Learning

Indicator: This will be evident when students participate in a Think-Pair-Share, in order to share

with their peers the feelings they identified in the read aloud book, The Boy With Big Big

Feelings.

Indicator: This will be evident when students participate in the “Feelings scenario card game”

to describe and identify how the character is feeling, based on the images depicted.

Indicator: This will be evident when students will collaboratively help the teacher create an

anchor chart based on words representing feelings.

Modeling

Indicator: This will be evident when students observe the teacher model how to play the

“Feelings scenario” card game. Teacher will model how students should use the playing cards

and how to discuss what feelings the card represents with peers.

Indicator: This will be evident when students observe the teachers model how to complete the
 S’mores Feelings Activity, identifying words that represent feelings/senses. The teacher will

show students how to match the marshmallow feeling cards to their s'mores sandwich. Students

will then try the activity on their own (modeling- exemplifies the gradual release of

responsibility)

Indicator: This will be evident when the teacher models how students can take notes on their

“Feelings Note Sheet” from the google slides presentation on the board. Students will then

follow the teachers example and take notes on their own.

Discussion

Indicator: This will be evident when the teacher poses questions at the beginning of the lesson

to activate students’ prior knowledge .

Indicator: This will be evident when students participate in a teacher to class discussion,

gathering background knowledge about feelings and senses.

Indicator: This will be evident when students discuss with the teacher what happened in the

read aloud book. Students will discuss with the teacher which feelings they observed throughout

the story, The Boy With Big Big Feelings.

Indicator: This will be evident when students pair with a partner and discuss feelings evident

throughout the book, The Boy With Big Big Feelings.

Indicator: This will be evident when students help the teacher create an anchor chart based on

words representing feelings.

Independent Work
 Indicator: This will be evident when students participate in a S'mores Feelings Activity to

match the scenario with the feelings/word cards.

Indicator: This will be evident when students individually complete the exit ticket,

“Feelings and Senses”

ADAPTATIONS

● English Language Learners will be given a modified version of the exit ticket, “Feelings and

Senses” with visuals next to the scenarios column (similar worksheet for struggling students).

Students will be able to match the word to its feeling to the best of their ability. When

completing the “Feelings scenario card game”, students will receive playing cards that have

visual cues to assist students identify the designated feeling. Students will be given visual cues

during and after the read aloud book. ELL learners will also be provided with a peer buddy

during the S’mores Feeling Activity. Students will also be given a vocabulary sheet with Spanish

subtitles, called “Vocabulary”, to assist their discovery during the classwork activities.

● There will be a pause in between each page of the read-aloud in order for students with Auditory

Processing Disorder to get a better understanding of the story. The teacher will also ask questions

throughout each activity, to remind students about the information they are learning about. The

teacher will ask students to repeat what is happening throughout the story, and about which

feelings they have identified so far. The “think” portion of the Think-Pair-Share allows students

to process their thoughts before exchanging ideas with a partner and the rest of the class.
 Likewise, the pair portion allows students to review their thoughts before sharing with the whole

class and teacher. Visual aids/cues will be provided for students with Auditory Processing

Disorder during the read-aloud, and during the “Feelings Scenario game”, S’mores activity in

order to ensure students are engaged in the lesson. These aids can be used to signal what students

should be observing.

● Students with dyslexia will benefit from the teacher reading the classroom activity questions and

or instructions on worksheets. Teacher will read the informal/formal assessments outloud. There

will be visual cues added throughout the lesson to help students understand the content. There

will be an accommodated exit ticket, “Feelings and Senses” worksheet that has the questions

spaced out onto two pages instead of one page. Students will receive the vocabulary worksheet

that has visual cues next to important vocabulary words (all students can benefit from a

vocabulary worksheet). The font on the “Feelings and Senses” exit ticket will be bolded and

enlarged. The teacher will read each of the choices on both columns. Students with dyslexia will

receive a “Feelings Shopping List” homework worksheet that is originally enlarged and contains

bolded font. Students with dyslexia will be able to use their co-writer extension to complete their

homework. Students can type their homework instead of handwriting it. Students could also

re-listen to the class notes to assist with their homework (class notes will be audio recorded for

all the students).

DIFFERENTIATION OF INSTRUCTION

Using Multiple Intelligences to Differentiate

Bodily Kinesthetic Intelligence

Students will be engaged by the hands-on feeling scenario game, as it allows students to flip over

the playing cards, and discuss with their peers which feelings the cards represent. In addition, students

will have the opportunity to play the S'mores Feeling Activity, touching the different types of

marshmallow images and selecting which one applies to the given scenario.

Musical Intelligence

Students will have the opportunity to review the entire lesson, by listening to a song about

feelings. The song will allow students to state the takeaway sentence.

https://www.youtube.com/watch?v=0076ZF4jg3o

Verbal-Linguistic Intelligence

Students will form reasonable explanations on why the character from the read aloud book

became sad, happy, scared, etc. Students will share their observations with the class. Students will

defend why they identified certain feelings during the “Feelings scenario card game” and the “S’mores

Feeling Activity” based on the scenario provided by the teacher or displayed on the playing card.

Interpersonal Intelligence

Students will complete a Think-Pair-Share in order to detect the feelings and the senses evident

in the book, The Boy With Big Big Feelings. Students will self reflect during the S’more Feelings

Activity about which feeling matches the given scenario.

Visual Spatial Intelligence

 Students will participate in a “Feelings scenario card game”. Scenarios on the cards will be in the

form of pictures. Students will determine which feelings best suit the given image.

Struggling Students

For struggling students, they will be given a modified “Feelings and Senses” exit ticket where the

scenario column will be accompanied with pictures. Struggling students in addition to all students will

receive a vocabulary worksheet with visual cues accompanying important vocabulary words. There will

be visual cues throughout every activity in addition to being incorporated throughout the google slides

Powerpoint presentation.

Average Students

For average students, they will be given the “Feelings and Senses” exit ticket with the scenario column

consisting of three images, depicting the scenario.

Advanced Students

For advanced students, they will be given the “Feelings and Senses” exit ticket without any pictures or

visuals accompanying the scenario column. Advanced students will also be given a Bonus question on

the bottom of their exit ticket.

INDEPENDENT PRACTICE

Students will complete the homework worksheet called, “Feelings Shopping List” where they will

choose which activity they would like to complete. Students will have two options to choose from.
 FOLLOW-UP ACTIVITIES:

DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention

The teacher and the student will work together on a Short Story Review worksheet called “Short Story

Review” to identify the feelings experienced by the main character. The teacher will help the student

read the short story and then students will answer one question on each of the two stories (with the help

of the teacher). The teacher and the student will answer the questions together, while discussing why the

main character felt that way.

Academic Enrichment

The following day, to review and prepare for the next lesson, students will be told to open their writing

journals and or use their computers to create a short story of how their unique character changes feelings

and why, throughout their school day. Directions will be provided on the board. Students will be

instructed to circle all the words that represent feelings in their writing journal page. Students can

use their computers to type their short story and can highlight words that represent feelings.
 INSTRUCTIONAL RESOURCES AND MATERIALS

Google slides presentation:

https://docs.google.com/presentation/d/1BNuhqyQK6M_YjG3QfNvIZp77AGsV16kN76zlzzL9PhU/edit

#slide=id.g127de8e446a_0_4

Feelings Scenario game cards with envelopes

The Boy With Big Big Feelings book

S’mores Feelings worksheets with manilla folders

Feelings Note Sheet

Feelings Song

Exit Ticket link, “Feelings and Senses”

Accommodated Exit Tickets

Anchor chart paper

Markers/pens/post-its

Visual Cues during each of the activities

Vocabulary Worksheets

Feeling Shopping List homework

Happy Taco Worksheet

Short Story Review Worksheet

 REFERENCES

Alber, D. (2021, August 1). Kids' feelings and emotions song animation with a little spot.

YouTube. Retrieved November 1, 2022, from

https://www.youtube.com/watch?v=0076ZF4jg3o

Bursuck, W. D., & Friend, M. (2011). Including students with special needs.: A practical guide

for classroom teachers, student value edition. Allyn & Bacon Inc.

Free templates - Canva. (n.d.). Retrieved April 4, 2022, from

https://www.canva.com/templates/

IXL Learning. (2022). Search online games. Browse Online Games | Education.com.

Retrieved April 14, 2022, from https://www.education.com/games/?q=sorting%2Bgames

Mariconda, B. (2016). Sort it out! Sylvan Dell.

New York Department of Education (2017), New York State next-generation English language

arts learning standards [PDF], Retrieved from

http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-ge

neration-ela-standards.pdf

Sibley. (n.d.). Smores Freebie. Teachers Pay Teachers. Retrieved November 20, 2022, from

https://www.teacherspayteachers.com/Product/Smores-Feelings-Chart-7089680?st=

Db8d0a83a0a0982f81e44fd1eb64e428

Wisnewski, F., & Giouroukakis, V. (2021). Back to basics of teaching: Best practices for

diverse learners. Kendall Hunt.

Visual Cues During Feeling Scenario Game, Think Pair
Share, Feeling Scenario Game, and during the Read
Aloud Book

Tired Nervous

Shy Happy
Visual Cues During each activity and during S’mores activity
Visual Cues to listen to the
book/directions/classmate/teacher-focus on receptive listening
skills
EXIT TICKET Canvas Link

https://www.canva.com/design/DAFSEGdvp5g/baK84nonCSirlndW3ks-3w/edit?utm_co
ntent=DAFSEGdvp5g&utm_campaign=designshare&utm_medium=link2&utm_source=
sharebutton

**Images of the Exit Ticket and accommodated versions are provided below: