Emotions+Unit

**Grade Four** **//Kaitlin Meeuwisse//** **Education 3700**
 * __English Unit: How is emotion conveyed in life?__**


 * Overview:** This is an English unit, which could have many ties to social or art units. The question to be explored is, “How is emotion conveyed in life?” The emphasis will be on recognizing how emotion is conveyed in different texts as well as how to respond to the feelings of character and other people in life. The content will be presented in all text forms with an emphasis on technology use in the classroom. One of the ways to integrate all aspects of EAL is that every class begins with a ten-minute discussion of emotion conveyed in poems, stories, video clips, songs or photographs. For the planning of this unit I imagined I was in my PSIII classroom with a set of seven iPads for 20 students. There are so many possible trans-disciplinary ties in this unit, and how they would be used would depend on what else the teacher is covering. This unit is also very flexible for other ages groups, the largest thing to change would be the books studied throughout the unit.


 * Key Authentic Questions:**
 * 1) What emotions are found in life?
 * 2) Where (in what texts) can emotions be found?
 * 3) What devices help to convey strong emotion?

It is important for students to understand that emotions impact us everyday of our lives. It is imprerative that we understand our own emotions, as well as those of the people around us. There are many emotions and each is appropriate at different times, in different scenarios. By the end of this unit, students will to be able to recognize each emotion and know when they are appropriate. They will also recognize how emotions are conveyed in music, text, voices, drawings and movies.
 * Rationale**:

Express ideas and develop understanding 1.1.1 Compare new ideas, information and experiences to prior knowledge and experiences 1.1.2 Ask questions, paraphrase and discuss to explore ideas and understand new concepts 1.1.3 Share personal responses to explore and develop understanding of oral, print and other media texts Experiment with language and forms 1.1.4 Discuss and compare the ways similar topics are developed in different forms of oral, print and other media texts Express preferences 1.1.5 Select preferred forms from a variety of oral, print and other media texts
 * __Intentions__**__:__
 * 1.1****Discover and Explore**

Consider the ideas of others 1.2.1 identify other perspectives by exploring a variety of ideas, opinions, responses and oral, print and other media texts Combine ideas 1.2.2 use talk, notes, personal writing and representing to record and reflect on ideas information and experiences
 * 1.2****Clarify and extend**

Use prior knowledge 2.1.2 Explain how the organizational structure of oral print and other media texts can assist in constructing and confirming meaning 2.1.4 comprehend new ideas and information by responding personally and discussing ideas with others 2.1.5 extend sight vocabulary to include words frequently used in other subject areas 2.1.12 use alphabetical order by first and second letter to locate information in reference materials
 * 2.1****Use strategies and cues**

2.2.5 Make general evaluative statements about oral, print and other media texts 2.2.6 connect thoughts and actions of characters portrayed in oral, print and other media texts to personal and classroom experiences 2.2.10 explain how language and visuals work together to communicate meaning and enhance effect
 * 2.2** **Respond to Texts**

2.3.2 identify various ways information can be recorded and presented visually 2.3.6 Recognize how words and word combinations, such as word play, repetition and rhyme, influence or convey meaning
 * 2.3** **Understand forms, elements and techniques**

2.4.2 Select and use visuals that enhance meaning of oral, print and other media texts
 * 2.4** **Create original text**

3.3.2 Record ideas and information that are on topic 3.3.3 organize oral, print and other media texts into sections that relate to and develop the topic
 * 3.3 Organize, record and evaluate**

3.4.1 communicate ideas and information in a variety of oral, print and other media texts, such as short reports, talks and posters 3.4.2 select visuals, print and other media to add interest and to engage the audience
 * 3.4 Share and Review**

4.3.1 present to peers ideas and information on a topic of interest, in a well-organized form 4.3.4 connect own ideas, opinions and experience to those communicated in oral and visual presentation
 * 4.3 Present and share**

5.2.1 Take responsibility for collaborating with others to achieve group goals
 * 5.2 Working in a group**


 * Displays (resources)**:
 * Class computers
 * Class iPads
 * SMARTboard (and notebook files, see links below)
 * Dictionaries and thesaurus’ class set
 * Student journals
 * YouTube (for video clips and music)
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 * Poems
 * [|http://www.childfun.com/index.php/activity-themes/people-house-home/229-feelings-activity-theme.html#sthash.FtUKLIxd.dpbs]
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 * Kids Poetry Application for iPad
 * Scenarios for skits
 * Photos that convey emotion
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 * BrainPop on poetry: []
 * Haiku application for iPad
 * Visual poetry application for iPad
 * The Velveteen Rabbit by Margery Willams []
 * Voicethread application for iPad
 * Books
 * Pidgeon books by Mo Willems (for ESL or low readers)
 * Franklin Books by Paulette Bourgeois (low level)
 * Robert Munch Books
 * Bill Peet Books
 * “Big Bad Bruce”
 * "Cowardly Clyde"
 * "Huge Harold"
 * “Ant and Elephant”
 * Eric Carle Books
 * Robert Munch Books
 * “The Quiltmakers Gift” by Jeff Brumbeau
 * “Chrysanthemum” by Kevin Henkes
 * “Rainbow Fish” by Marcus Pfister
 * “My many colored days.” By Dr. Seuss
 * “The Grouchy Ladybug.” By Eric Carle
 * "'Til All the Stars Have Fallen" David Booth (CANADIAN)
 * "Bubblegum Delicious" Dennis LEE (CANADIAN)
 * "Canadian Poems for Canadian Kids" Jen Hamilton (CANADIAN)
 * "Alligator Pie" Dennis Lee (CANADIAN)
 * "A Child's Treasury of Nursery Rhymes" Kady McDonald Denton (CANADIAN)
 * "Cremation of Sam McGee" Robert W Service (CANADIAN)
 * "Hana's Suitcase" Karen Levine (CANADIAN)
 * "Joyful Noise: Poems for two voices" Paul Fleichman (CANADIAN)
 * "Olden Days Coat" Magaret Lawrence (CANADIAN)
 * Art supplies

- Self portrait - Word jigsaw - Music drawing || 10 || Class # 1, 2, 7 || - Emotion skit participation /5 - Photo Collage participation /5 || 10 || Class # 6, 8 || - Emotion Paragraph /5 - Journal Entry /5 || 10 || Class # 3, 5 || /5 for correct syllables /5 for emotion conveyed || 10 || Class 10 ||
 * Evaluations**: Unit is out of 100 marks
 * ** Assignment ** || ** Percentage ** || ** Due Date ** ||
 * Completion Assignments
 * Group Work:
 * Writing:
 * Published Haiku
 * Emotion Passport || 25 || Class 14 ||
 * Final Product || 35 || Class 20 ||


 * Activities**:
 * Reading books
 * Emotional self portrait
 * Word jigsaw
 * Word match on chart paper
 * Character emotion chart
 * Journal entry
 * Exit slips
 * Skits about emotions and how to respond to them
 * Photo collage
 * Writing a Haiku
 * Listening to a story
 * Taking photos that convey emotion
 * Creating a visual poem
 * Creating an art piece to convey emotion
 * Creating a poem, story or graphic story to convey emotion


 * Calendar:** (Assignments are bolded)
 * ** Monday **
 * 90 minutes ** || ** Tuesday **
 * 45 minutes ** || ** Wednesday **
 * 90 minutes ** || ** Thursday **
 * 45 minutes ** || ** Friday **
 * 45 minutes ** ||
 * What are feelings?
 * Self portrait due ** || What are other words we can use to describe feelings?
 * Word jigsaw ** || How can we write about emotion?
 * Emotion paragraph ** || How do we identify feelings of characters? || How can I relate to the feelings of characters?
 * Journal entry ** ||
 * How do I respond respectfully to the feelings of others?
 * Skit ** || How is emotion conveyed in music?
 * Music drawing due ** || How is emotion conveyed in photographs?
 * Group collage ** || How do we convey emotion in poetry (specifically Haikus)? || How do we convey emotion in poetry (specifically Haikus)?
 * Published Haiku due ** ||
 * Emotion Passport: Exploring emotion in listening, reading, photographs, writing and creating || Emotion Passport: Exploring emotion in listening, reading, photographs, writing and creating || Emotion Passport: Exploring emotion in listening, reading, photographs, writing and creating || Emotion Passport: Exploring emotion in listening, reading, photographs, writing and creating
 * Emotion passport due ** || Flex Day ||
 * Final product creation || Final product creation || Final product creation || Final product creation || Final product presentation
 * Final product due ** ||


 * Unit Plan:**
 * note: For every intro activity I would have a short discussion about which emotion is conveyed and how it is used in that text. //Many of the options could be substituted for only Canadian content as listed in the resources above//. (max 10 minutes) (*The clips are all from Disney movies, if it says song, do not let the students see the YouTube video of the song)

For the **complete unit** including strand, technology, assessment and material please follow the link. Monday 90 min || ** Intro: ** Read Poem #1 from [|http://www.childfun.com/index.php/activity-themes/people-house-home/229-feelings-activity-theme.html#sthash.FtUKLIxd.dpbs]. || Listening || Tuesday 45 min || ** Intro: ** Poem [] or from "Joyful Noise: Poems for two voices" Paul Fleichman
 * ** Class ** || ** Content ** || ** Strand ** ||
 * 1
 * Body: **
 * On the board brainstorm feelings we have and a time we may feel them. Have a student volunteer take photos of classmates acting that emotion to print off and make a class poster.
 * Read ‘The Ant and the Elephant’ by Bill Peet and have student think-pair-share about the feelings of characters.
 * Have students complete the self-portrait of emotions. Helping them to recognize when they feel certain emotions.
 * Conclusion: ** Exit post-it: Something I am excited about is…
 * 2

|| Reading
 * Body: **
 * Divide students into seven groups. Have each group look up words that mean the same as that emotion. Use a dictionary to find the meaning of that word. I recommend using children’s dictionaries to make the task more level appropriate
 * Have the students jigsaw and share their words and meanings with others so every student has a completed sheet with emotion words and meanings.
 * Conclusion: ** Exit chart paper – have each student come up and write a new emotion word they learned today.

Writing || Wednesday 90 minutes || ** Intro: ** Song: [] || Viewing
 * 3
 * Body: **
 * Word sort: have chart paper around the room with different emotion words. Have students come up with other words, or a phrase that means that emotion. (review from last class)
 * Have a class discussion on how to improve emotion in writing.
 * Read emotion story
 * Go through emotion notebook file (each teacher should adjust based on class needs)
 * Pull up emotion chart and discuss
 * Give students a template on the board of a paragraph that they make better by adding emotion (see last notebook slide as an example, then make your own based on the class).
 * Conclusion: ** Read this excerpt as the students are transitioning, to give them another example of emotion in writing. “//Sara was overjoyed, she was going to be a big sister. She ran out the door and sprinted up the stairs of Jessie’s house. A grin stretched across her whole face as she jumped up and down telling Jessie the good news…”//

Writing

Reading

Listening || Thursday 45 min || ** Intro: ** Song [] || Reading
 * 4
 * Body: **
 * Read “Chrysanthemum” by Kevin Henkes
 * Hand out character profile sheet to students and give them ten minutes to fill out as much as they can about how the different characters feel in the beginning-middle-end of story
 * Take up the worksheet as a class and discuss the feelings of the characters
 * Conclusion: ** Exit slip: on a scale of 1-10 I liked/disliked this book because…

Listening

Writing || Friday 45 min || ** Intro: ** Movie Clip [] Conclusion: ** Extra time to complete unfinished work ** || Listening
 * 5
 * Body: **
 * Read the Rainbow Fish by Marcus Pfister
 * Have students respond to the following journal prompt: When I am lonely, like the rainbow fish I…
 * **This is a fun lesson to tie into an art project**

Writing

Creating || Monday 90 min || Intro: ** Poem [] ** Body: ** || Representing
 * 6
 * Have a mini discussion about respecting other peoples feelings and how to interact with them.
 * Split the students into productive, teacher made groups for them to act out pre-set scenarios
 * *if it is nice outside let the students practice outside
 * have students break into their groups to practice and then present to the class their scenario
 * Conclusion: ** Sticky note response: Something I could do to be a better friend is…

Viewing || Tuesday 45 min || ** Intro: ** Story My Many Colored Days – Dr Seuss (could also be done with "Cremation of Sam McGee" by Robert W Service - ties to art lesson) and have students in small groups with different colors of crayons and let them “draw” the emotion of the song. || Representing
 * 7
 * Body: **
 * Go though color theory SMARTboard, discuss how color can influence emotion
 * Soft line vs hard line example on board compared with soft and hard music
 * Listen to Fantasia: []
 * Have students partner up and share what they created
 * Conclusion: ** Exit Slip: I thought this experience …

Creating

Listening || Wednesday 90 minutes || ** Intro: ** Read "Cremation of Sam McGee" by Robert W Service (review of previous lesson)
 * 8
 * Body: **
 * Show this clip about powerful photos: []
 * Brainstorm as a class some world events that could be picked to show different emotion.
 * Have students on the carpet at the SMARTboard and create a collage of the pictures of events they suggested.
 * Have students work in small groups (by emotion) to look online and create a collage of images evoking their particular emotion. Print off to display in class
 * Conclusion: ** Time to finish extra work || Viewing

Representing || Thursday 45 min || ** Intro: ** Song [] [] || Writing
 * 9
 * Body: **
 * Watch this BrainPop: [] to help students grasp the idea of rhythm
 * Open Haiku SMARTboard file and go through examples
 * Have students pick a season to start composing a haiku about.
 * For students that work fast, have them compose more than one.
 * Conclusion: ** Read the following example of a season haiku:

Listening

Creating || Friday 45 min || ** Intro: ** From this site pick a couple of the photos and describe how they convey emotion. []
 * 10
 * Body: **
 * Review haiku of seasons, read examples from Haiku App for iPad
 * Have students finish creating their poem.
 * Have students publish poem, and draw picture (if time)
 * Conclusion: ** If time permits allow students to present student poems to class. || Writing

Creating || Monday 90 min || ** Intro: ** Introduce centers and examples Have students listen to a story read to them (on tape, online, by teacher, by aid – depends on class resources). In journal respond to: What emotions does the Velveteen Rabbit feel? Provide examples from the story. - The Velveteen Rabbit by Margery Willams [] Have students to take five pictures with the class camera and place them into a //voicethread// (iPad or computer) with a voice over of words that represent the emotion in the photos. Have students work on classroom iPads or computers to create a visual poem with the Virtual Poetry application. Give the students a selection of books or short stories to read. Have them read one and respond to the following journal prompt: How do the emotions of the main character change throughout the story? How would you feel in their shoes? List of prospective books and authors: Pidgeon books by Mo Willems (for ESL or low readers) Franklin Books by Paulette Bourgeois (low level) Robert Munch Books Bill Peet Books Eric Carle Books At an art station allow students access to paper, markers, crayons and other art supplies. Have them pick an emotion and represent it visually. || Reading
 * 11
 * Body: **
 * Allow students time to work on two centers
 * ** Center 1: Listening to story **
 * ** Center 2: Photographs **
 * ** Center 3: Poetry **
 * ** Center 4: Story Time **
 * ** Center 5: Representing emotion **
 * Conclusion: ** Clean up

Listening

Writing

Creating

Representing || Tuesday 45 min || ** Intro: ** Quick carpet discussion of last class
 * 12
 * Body: **
 * One center rotation
 * Conclusion: ** Clean up || Reading

Listening

Writing

Creating

Representing || Wednesday 90 minutes || ** Intro: ** Quick carpet discussion of last class
 * 13
 * Body: **
 * Two center rotations
 * Conclusion: ** Clean up || Reading

Listening

Writing

Creating

Representing || Thursday 45 min || ** Intro: ** Quick carpet discussion of last class
 * 14
 * Body: **
 * Final center rotation
 * Time to finish up work
 * Conclusion: ** Clean up || Reading

Listening

Writing

Creating

Representing || Friday 45 min || ** FLEX DAY ** ||  || Monday 90 min || ** Intro: ** Movie Clip [] || Writing
 * 15
 * 16
 * Body: **
 * Have students work individually to complete their final emotion assignment.
 * Conclusion: ** Poem from kids poetry app

Representing

Creating || Tuesday 45 min || ** Intro: ** Movie Clip []
 * 17
 * Body: **
 * Have students work individually to complete their final emotion assignment.
 * Conclusion: “ ** Quiltmakers Gift” by Jeff Brumbeau || Writing

Representing

Creating || Wednesday 90 minutes || ** Intro: ** Story Big Bad Bruce – by Bill Peet
 * 18
 * Body: **
 * Have students work individually to complete their final emotion assignment.
 * Conclusion: ** Poem from kids poetry app || Writing

Representing

Creating || Thursday 45 min || ** Intro: ** Poem from “Kids Poetry” app for iPad
 * 19
 * Body: **
 * Have students work individually to complete their final emotion assignment.
 * Conclusion: ** Poem from Haiku app || Writing

Representing

Creating || Friday 45 min || ** Intro: ** Movie Clip []
 * 20
 * Body: **
 * Have each student present and share what they created.
 * Conclusion: ** Poem from kids poetry app || Writing

Representing

Creating ||


 * Additional Resources:**
 * Invite a storyteller. Here is a list of Canadian Storytellers by province.
 * Wendy Berner
 * Ken Duncan
 * Karen Gummo
 * May Hays
 * Ginger Mullen
 * Invite a drama team to show a story with emotion. (these are Calgary based companies)
 * Trickster Theatre
 * Story Book Theatre
 * Green Fools Theatre
 * W.P. Puppet Theatre
 * Centre Stage Theatre Company
 * Loose Moose Theatre Company
 * Have students find a poem or short story that conveys strong emotion and bring it in to share with the class. Could be limited to Canadian Content.
 * In my class I would have a class blog to record class events and homework with parents. On this site I would provide examples of sites, apps or authors the students could use. (many from the apps, books and authors already mentioned in the unit)
 * Read a novel while going through the unit and tie to emotion. This is a list of possible Canadian written novels:
 * Jeremy's War:1812 by John Ibbitson
 * Anne of Green Gables by L.M. Montgomery
 * Magic Paintbrush by Robin Muller
 * Nose from Jupiter by Richard Scrimge
 * Underground to Canada by Barbara Smucker