Feelings and Emotions: Shades of Meaning Journal

Title of Project: Feelings and Emotions: Shades of Meaning Journal

Schools and Teachers

Willets Road School Teacher: Ashley Wong

ENL Proficiency Level | ENL Program | Standards | Technology

Entering, Emerging | Stand-Alone | 5L4c, 5L5c, 7L5c, 7W2c | StoryBoard That

Assessments

Students will be pre-assessed using the TPR activity to ensure that each student has basic knowledge of the words used to describe emotions.

Students will be formatively assessed on their word-sort after researching the nuances of each new vocabulary word. The teacher can then clear up any misconceptions the student may have on a particular word.

Students will be summatively assessed on their final sentences and StoryBoard That creations using a simple 9-point rubric.

Description

Students will determine nuances between synonyms of vocabulary words that have to do with emotions. They will choose one emotion to focus on, and use StoryBoard That to create 3 scenarios they have experienced that show the difference between the nuances between the different words in their selected category.

Content

I can distinguish shades of meaning among vocabulary pertaining to emotions differing in intensity.

Language

I can classify vocabulary pertaining to emotions using precise adjectives.

Technology

I can use online resources to define, record, and present new information.

Procedure

Students will participate in a TPR activity where they act out and roleplay scenarios with different basic emotions: Happy, neutral, sad, angry, and scared.

Students will use an online learner’s dictionary and bilingual dictionary to determine nuances between synonyms of vocabulary words that have to do with feelings and emotions. They will complete a bilingual glossary for reference with the new vocabulary word on one side and a definition in English or L1 and/or a translation of the word, depending on proficiency level.

Then, they will complete a word sort on Google Slides where they will order the vocabulary words from least intense to most intense in each category of emotion. Once they are finished, they will confer with a teacher who will check for understanding and accuracy.

Teacher will hold a round-robin discussion where students will talk about times when they have felt each emotion, and as a class, the students will share out which specific synonym best fits the scenario shared.

Students will then choose one general emotion and use StoryBoard That to create 3 scenarios they have experienced in which they have felt that emotion before in their lives. They will depict those events with different facial expressions that show the difference between the nuances between the vocabulary words in their selected category.

Each panel will contain a caption where they will write at least one sentence containing the vocabulary word using the sentence frame: I felt _______ when… The sentence frame will be displayed on a sentence strip at the front of the room.

Students will then view each other’s StoryBoards and make verbal connections with a partner. After listening to a teacher model, each student will choose one word from their partner’s StoryBoard and make a connection with a time they also felt that way using the same sentence frame.

Resources and Other Materials

- Vocabulary Worksheets
- Bilingual Glossary
- Google Slide Word Sort
- Summative Rubric
- PDF copy of the StoryBoard That template created
- Online Learner’s Dictionary
- Bilingual Dictionary

Reflection

This activity utilizes many online resources to encourage students to be introspective about their feelings and hold discussions about their own emotions and experiences. It’s a great way for students to develop SEL and connect with each other, as well as learn to express themselves and their feelings to one another. In addition, it helps broaden and deepen students’ understanding of related words and synonyms. It enhances students’ vocabulary which can help them be more precise and imaginative in their writing.

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