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These three activities help students build a “feelings” vocabulary

Subjects:

Art, Language Arts  

Grades:

3, 4, 5, 6, 7  

Title – Building a Feelings Vocabulary
By – Jason Lingaya
Primary Subject – Language Arts
Secondary Subjects – Art
Grade Level – 3-7
Number of Pupils – 20
Duration – 40 minutes

Main objective:

    Students will be given tools and experiences towards building a “feelings” vocabulary.

Strategies:

  • Brainstorming
  • Discussion
  • Sharing
  • Game/miming activity

Materials used:

  • An A2 poster illustrating people expressing one or several emotions
  • A set of Bristol cards – approximately 40 cm each – labeled with 8 “feelings” (i.e. JOY, ANGER, SHAME, ANXIETY, JEALOUSY, LOVE, PRIDE, SADNESS) vocabulary using Pentels and stencils
  • A second set of the “feelings” vocabulary is written on small strips of paper and is kept in a container.
  • Tack

Procedure:

      1) Poster is stuck to blackboard.
      2) Teacher invites the students to observe and comment on the picture.
      3) A brainstorming activity follows on types of feelings people go through under different circumstances. Students share their own experiences too.
      4) Teacher jots down main points for everybody to see.
      5) Launching of miming game
      6) Teacher sub-divides the class into four (mixed ability) groups of six.
      7) The Bristol cards are placed down on the teacher’s desk on one side and on the other the container with the strips of paper.
      8) A brief explanation of the game is given and questions are answered
      9) Game on. A student from group No.1 comes forward, picks a paper from the container and brings it back to his group. All members have one minute to come up with a mime expressing the feeling instruction on the paper. The particularity of their mime is that it needs to be “frozen”. That is, completely still for at least 10 seconds. Just as if a snapshot of the mime had been taken.
      10) Next a student from group No. 2 comes at the desk and has 30 seconds to pick the right Bristol card of the feeling just expressed by the previous group. Then he sticks it on the blackboard.
    11) This activity is repeated until all eight mimes have been performed and the “feelings” vocabulary stuck on the blackboard. Marks are allotted to groups for the quality of their performance and their ability to recognize and link the newly acquired vocabulary to the mimes and vice-versa.

Follow up activities:

      Activity 1 – The Smiley Chart

        Using bits of cork, glue, colored Bristol paper, Pentels and pins, students create handy Smileys expressing different feelings (i.e. joy, sadness, anger, etc.), which they will stick next to their names on a chart fixed onto the notice board.

Smiley Chart

  School Days
Names of Students Monday Tuesday Wednesday Thursday Friday
Johnny X X XXX XX X

        The main objective of this chart is to give to students the opportunity to express their “mood” on the day and also to keep some kind of record of it on a day-to-day basis. Students could be encouraged to start the experiment over for the next semester. To supplement their recording, they could use a special notebook where they would note down their “feeling score” on a weekly basis. For example:
        Week 1: JOY (Monday, Tuesday, Friday), SADNESS (Wednesday), ANGER (Thursday)
      Activity 2 – Drawings and paintings with suitable labeling to decorate the classroom

        Students work on A3 posters in groups of four using their creativity on the “feelings” theme. Their works enhance the boards of their class and create a nicer atmosphere.

      Activity 3 – Simple and basic poem writing on the “feelings” theme

        Students work in pairs and use part or all of their newly acquired vocabulary to write short poems.
        Example:
        Monday, sadness.

        Back to school

        And no recess.
        Tuesday, shame.

        Couldn’t help to spoil

        Teacher’s mime game.
      Etc.

E-Mail Jason Lingaya !

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