Suyematsu 1

Learning Guide Exercise

rd
Grade Level: 3
Topic: Identifying feelings of characters (inferring)
Essential Questions:
1. How can you tell what others are feeling?
2. How do illustrations capture feelings?
Common Core Objectives:
Language Arts:
RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events.
RL.3.7. Explain how specific aspects of a texts illustrations contribute to what is
conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or
setting).
Visual Arts:
Standard 1: The student will explore and refine the application of media, techniques, and
artistic processes.
Objective 1: Explore a variety of art materials while learning new techniques and
processes
a. Practice using skills for beginning drawings; e.g., blocking-in, stick figures, or
drawing the action or gesture of a figure
Objective 3: Handle art materials in a safe and responsible manner
Personal Objective: I want the students to identify feelings and consider how certain situations
may make others feel. I want the students to be able to consider and respect others.
Vocabulary: Lonely, Frustrated, Scared, Joyful, Important, and Relaxed
Materials: Stellaluna, by Janell Cannon
Art materials to draw with (crayons, colored pencils, markers, pens, etc.)
Paper divided into four sections
Before the Lesson:
1. Have the students review the rules together as a class
2. Assess prior knowledge
a. What do the students know about feelings
b. Has any of the students watched the movie Inside Out?
c. Find the emotions students already know on the emotion wheel
3. Give brief overview of the lesson
a. Together as a class, we will read Stellaluna and identify different emotions
b. In groups, read a variety of different scenes, identify the different feelings, and fill
in the sentence structure explaining why the characters feel that way
c. On your own, be able to draw your own scenario, label the feelings of different
characters, and write a sentence explaining
Phase I: Exploration and Explanation
Before Reading:
1. Have students make predictions about the book
During the Reading:
1. Have the class raise their hand to identify feelings of different characters
2. Ask why each character may feel that way
a. Are the characters in specific situations? Is another character influencing them?
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After the Reading:

1. Summarize all of the different feelings (reference the emotion wheel)
2. Ask if the illustrations helped capture the feelings
Transition to Phase II:
1. Explain to the class the activity they will be completing in groups
a. Reading scenes and identifying different feelings
b. Make sure they draw the head big enough to draw emotions in the face
i. Use emotion chart for ideas on how to draw different emotions
c. Model sentence examples from the emotions in Stellaluna
2. Give directions on how to work together and complete the activity
a. If they get stuck, try acting out the scenarios
3. Go over the safe and responsible ways to use art materials
Phase II:
1. Students will choose their medium (markers, colored pencils, crayons, pencil, etc.)
2. Together in small groups they will read four scenes and identify each characters feelings
a. Scenes are examples of the first layer of emotions
3. They will take their paper and draw one scenario in one section
a. Each scenario should include a stick figure showing the emotion of each character
4. Write a sentence why each character feels that way
a. Example: Sally feels ____ because ____
5. I will be walking around the classroom helping the students who need help
Transition to Phase III:
1. Go over the different scenes as a class and identify the emotions
a. Make sure the students identify the proper emotions and understand why the
characters feel that way
2. Give instructions for independent project
a. Writing and illustrating their own scenarios
3. Ask what locations would be best for demonstrating multiple emotions (playground,
cafeteria, classroom, etc.)
4. Remind them of the emotion wheel and chart for examples of different emotions
a. Have students try to use emotions from the second layer of the emotion wheel
Phase III: Independent Practice and Assessment
1. Have students come up with their own scenario
2. Draw and label each character with their feelings
3. Write a sentence why each character would feel this way
DAP
1. Integrated lesson plan
2. Begins with an assessment of prior knowledge
3. Brings real world problem solving into the classroom
4. Social, emotional, physical, and cognitive aspects of development are addressed
5. Social interactions
6. Students with a wide range of abilities can participate
7. Assessment is on-going, aligned with curriculum
Plans for Students with Special Needs:
1. Seat students in groups with little distractions
2. Provide the students with a checklist of tasks to do
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3. Allow students to have breaks

4. Reduce the amount of work required, if necessary
5. Give extra time if needed
Plans for English Learners:
1. Provide the students with visuals
a. Facial pictures of different emotions (emotion chart)
2. Have their group try acting out the scenario
3. Help define vocabulary words

Emotion Wheel:
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Emotion Chart: