Leave the faces and words hanging in the room for the students to use during writing time as an interactive word wall. INSTRUCTIONAL ACTIVITIES: (What Students Do) 3 Have the students choose an emotion and draw a picture about what would make them feel that way. Have students write the word that matches their picture at the bottom. You can also have students write the sentence feel “I __________.” to increase the difficulty. Students should share their drawing and emotion with the class. Also, have them share what would make them feel that emotion. INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) 1 When I Was Little by Jamie Lee Curtis 2. After reading the story aloud to the class, have the students create a drawing of something they can do now that they are “big”. Explain that they will be sharing this story, either to the teacher or to the class, when everyone is finished. Before allowing the students to start their the teacher will model the sharing process. “story”, The teacher should model talking about the picture but not telling a story. For example, me and there’s my “There’s mom and those are cookies.”
Leave the faces and words hanging in the room for the students to use during writing time as an interactive word wall. INSTRUCTIONAL ACTIVITIES: (What Students Do) 3 Have the students choose an emotion and draw a picture about what would make them feel that way. Have students write the word that matches their picture at the bottom. You can also have students write the sentence “I feel __________.” to increase the difficulty. Students should share their drawing and emotion with the class. Also, have them share what would make them feel that emotion. INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) 1 2. When I Was Little by Jamie Lee Curtis After reading the story aloud to the class, have the students create a drawing of something they can do now that they are “big”. Explain that they will be sharing this story, either to the teacher or to the class, when everyone is finished. Before allowing the students to start their “story”, the teacher will model the sharing process. The teacher should model talking about the picture but not telling a story. For example, “There’s me and there’s my mom and those are cookies.”