721 ELA Lesson

Writing About Feelings

LEARNING OBJECTIVE:
Students will be able to write one clear sentence expressing a feeling.

ASSESSMENTS:
Students will share their written sentence about a feeling with a peer and explain why they feel that way.

KEY POINTS:

• Feelings can be expressed clearly in one sentence.
• Use simple vocabulary to describe emotions.
• Understand that sharing feelings helps others understand us better.
• Practice using punctuation correctly in sentences.

OPENING:

• Begin the lesson by asking, “How do you feel today?” and allow students to respond.
• Show a picture that represents different feelings (happy, sad, angry, etc.).
• Explain that today they will learn how to write about their feelings.

INTRODUCTION TO NEW MATERIAL:

• Introduce the concept of feelings and how they can be described in writing.
• Show examples of simple sentences (e.g., “I feel happy.” “I feel sad.”).
• Discuss how to choose a feeling and think about why they feel that way.
• Common misconception: Students may think they need to write a long paragraph instead of a single sentence.

GUIDED PRACTICE:

• Provide sentence starters for students (e.g., “I feel _ because _.”).
• Allow students to choose a feeling from the picture and complete the sentence.
• Monitor the students as they write, offering support and asking guiding questions.
• Encourage sharing of sentences with partners.

INDEPENDENT PRACTICE:

• Students will write their own sentence about how they feel today.
• They will illustrate their sentence with a drawing that represents the feeling.
• Expectations: Students should focus on clarity and correctness in their writing.

CLOSING:

• Gather students and ask a few volunteers to share their sentences and drawings.
• Discuss how different feelings can be expressed in different ways.

EXTENSION ACTIVITY:

• Students who finish early can write a second sentence about a different feeling and illustrate it.

HOMEWORK:

• Ask students to share their feelings at home and write a sentence about how they felt during the day.

STANDARDS ALIGNED:

• Visual impaired, dyslexic, and bilingual students. New Generation Learning Standards. 6-8 R1: Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences.
• Encourage students to use their own experiences to relate to the material.