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.