level t/44 human emotions should recognize that the main topic is emotions. model the thinking...

B e n c h m a r k e d u c a t i o n c o m p a n y

Human EmotionsHuman Emotions

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

Level T/44

Skills & Strategies

Anchor Comprehension Strategies

• Draw conclusions

Comprehension • Summarizeandsynthesize

• Evaluateauthor'spurpose

• Compareandcontrast

Word Study/Vocabulary • Usecontextcluestodetermine

wordmeaning

Science Big Idea • Allhumansexperienceemotion.

Science

TeACher’S Guide

CArrie SmiTh

Human Emotions © 2011 Benchmark Education Company, LLC

skiLLs and strateGies

Comprehension Strategy Posters (for Assessed Skills/Strategies)

• Drawing Conclusions

Thematic Poetry Connections (in Reading & Writing Poetic Forms)

• “Poem” (Langston Hughes)

• “People” (Charlotte Zolotow)

Comprehension Strategy Assessment Handbook (Grade 5)• Ongoing Assessments #9 and #10

notable Trade Books for Read Aloud• Warburg, Sandol Stoddard and

Jacqueline Chwast (illustrator). I Like You. Houghton Mifflin Co. (JUV), 1990.

• Silverstein, Shel. The Giving Tree. Harper Collins Children’s Books, 1986.

Web Site for Content Information• ThinkQuest

http://library.thinkquest.org/ J001675F

Kids learn about having good char-acter, their personal development, and what they can do to better themselves and the world.

OvERvIEW

reLated resources

nationaL content standardsScience

Science as Inquiry: b

Life Science: a, c

Science in Personal and Social Perspectives: a

History and the Nature of Science: a

This lesson teaches and/or reinforces the following skills and strategies:

Draw Conclusions (pp. 3–9)

•Understand Denotation and Connotation (pp. 3–6)

•Evaluate Author’s Purpose (p. 4)

•Interpret Figurative Language (p. 4, 6)

•Activate Prior Knowledge (p. 5)

•Use Context Clues to Determine Word Meaning (p. 5)

•Compare and Contrast (pp. 6, 7)

theme connectionsHealth

Scientific Research

Before Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Introduction & Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Chapters 2 & 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapters 4–6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Writing Workshop and Writing Model . . . . . . . . . . . . . . . . . 8, 9

Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . 10

Content-Area Extension Activities (BLMs). . . . . . . . . . . . . . . . 11

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

tabLe of contents

Human Emotions

This skill/strategy is the focus of the Ongoing Assessments for

this title.

drawing Conclusions from Key Ideas Key Idea What It Means

Introduction:

Chapter One:

Chapter Two:

Chapter Three:

Chapter Four:

Chapter Five:

know your emotions

Chapter Six:

BEFORE REAdInG

introduce the bookDraw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents. Page through the book, looking at the illustrations. While previewing, pose the following questions to encourage students to think about the text before reading.

• What does the title tell you about the subject of the book?

• Do you think the book is fiction or nonfiction? Why?

• What do you know about emotions? Can you think of a time when you were exceptionally sad, angry, afraid, or happy? What caused you to feel this way?

• What questions do you have about emotions?

• What do you expect to learn from this book?

• What kinds of special vocabulary words do you think you’ll find in this book?

set a purpose for readinGThis text provides an excellent opportunity for students to focus on the strategies of drawing conclusions and understanding denotation and connotation. Explain that as they read, students will be encouraged to make personal connections with the text. They will need to incorporate new ideas with prior knowledge to gain insight and draw conclusions. In depth text study will help readers understand the difference between denotations and connotations, as well as interpret the deeper meaning conveyed by the latter.

introduce the Graphic orGanizerProvide each student with a copy of the drawing Conclusions from Key Ideas graphic organizer. This reading exercise will challenge students to synthesize information as they read. Their objective is to identify key ideas in sections of text, then concisely explain the meaning of each idea they decide is important to list. Instruct students to write the key idea in the first column. The second-column responses may include a variety of ideas, but you’ll want to encourage readers to synthesize the information using all their reading comprehension strategies so that they can draw conclusions.

using realistic scenarios and clever explanations, author Carrie Smith explains what emotions are, where they come from, and how people can put them to good use. This book is a good resource in helping students become aware of their emotions. It offers advice on how to deal with emotions in a positive way.

Book Summary

3© 2011 Benchmark Education Company, LLC Human Emotions

Our emotions act as warning signals to keep us out of danger.Some emotions are felt by all human beings (fear); others are learned through experience (guilt).

4

InTROduCTIOn & CHAPTER 1

Interpret Figurative Language: InterjectionsDraw students’ attention to the expressive language in the comic illustrations on pages 2–4. Explain that interjections are words or phrases used to convey strong emotion (ouch!), gain attention (hey!), or surprise (wow!). They can stand alone or be used in a sentence. Ask students to identify the emotions these interjections express. Invite them to look for more examples in the text and share them with the group.

TEACHING TIPSMeaningful Activities for Rapid Readers• Make a list of the six universal

emotions. Call out each emotion to a partner, asking her or him to make the facial expression for each one.

Prompts to Help Readers Monitor Comprehension• If you come across an idea that

you do not fully understand, read on to see if the writer explains it in subsequent sentences.

• Look for context clues to help you define unfamiliar words.

read the text pages 2–9Use the following prompt to set a purpose for the reading: As you read, think about the information the author is presenting. What does she want you to know? What is the author’s purpose for writing this book?

Ask students to read the chapters independently. Invite them to use sticky notes to flag sections of the text that support their ideas about the author’s purpose. Also ask them to highlight key ideas for their graphic organizers, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss the Author’s PurposeInvite students to share their ideas about the author’s purpose. Invite them to point out examples from the text that helped them figure it out. If students have difficulty, use a think aloud to model how a good reader thinks through an author’s purpose.

Reading the introduction really helped me understand the author’s pur-pose. First she explains what an emotion is. Then she lists the things she is going to cover in the book, such as why we feel emotions, how they are important in our lives, and how we can manage them.

Begin the Graphic Organizer: drawing Conclusions Ask students to reread or skim and scan the text to locate information for the graphic organizer. Help students get started by modeling the first key idea. Read the Introduction together. Explain that when you can’t infer meaning from the title, you can read the first few sentences to determine the key point. Students should recognize that the main topic is emotions. Model the thinking process by asking: Why are emotions important? What does the author tell you and what personal knowledge do you have about emotions? What meaning can you take away from this text? Students should put their responses in the second column.

understand denotation and ConnotationDenotation is the literal meaning of a phrase or word. Connotation is the hidden meaning of a phrase or word. Write the following sentence from the text on the board: “His heart pounded.” (page 5)Without having students look at the illustration on page 5, ask: What is the literal meaning of this sentence? Study the comic illustration that contains this phrase and explain how the meaning changes. What is the author try-ing to convey with this sentence?


5

read the text pages 10–19Use the following prompt to set a purpose for the reading: As you read, think about what you already know about emotions. How can using prior knowledge help you read and understand this new information?

Ask students to read the chapters independently. Invite them to use sticky notes to write down any personal connections they make as they read the text. Also ask them to identify key ideas for the graphic organizer, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

focus on comprehensiondiscuss using Prior KnowledgeInvite students to share their personal connections with the text. Prompt them to compare what they already know with what they’ve just learned by asking: What information was already familiar to you? What information was entirely new? Has your understanding of emotions changed? What new information have you gathered that helps you better understand why emotions are important to your well being?

Continue the Graphic Organizer: drawing ConclusionsAsk students to reread or skim and scan the text to locate information for the graphic organizer. Explain to students that their responses in the “What It Means” column should explain their conclusions about the information in each chapter. Remind students that when readers draw conclusions, they use the text as well as prior knowledge to make judg-ments and summarize what they have read.

understand denotation and ConnotationExplain to students that it is helpful to understand denotation and connotation so they can make inferences about the author’s meaning. Tell them that not all words and phrases have a double meaning. Sometimes an author will tell you exactly what she wants you to know. Write the following example on the board: “The smell is strong and unpleasant.” (page 11) Ask: Do you believe the author is trying to tell you something different than what is written here? When is it useful for the author to denote a clear meaning? Can you find other examples of this kind of clarity in the text and explain why the author has made sure there isn’t another interpretation?

Then tell students to apply this and other strategies to unfamiliar words they flagged. These might include: sensory, p. 10

memory, p. 15

cerebral cortex, p. 18

adrenal gland, p. 19

use Context CluesHave students look at the word associations (page 14). The author defines this word in context using a synonym, connections. Challenge students to locate this definition in context. Create a word web like the one below and have the class complete it.

CHAPTERS 2 & 3

TEACHING TIPSMeaningful Activities for Rapid Readers• Do you associate popcorn with

a fun time at the movies? How about a hot dog and a sporting event? Write about a food association you have, or interview a friend or relative to get their story.

Prompts to Help Readers Monitor Comprehension

• Long sentences can sometimes make you lose the meaning. Reread the sentence and see if the punctuation helps you better understand the meaning.

associations

synonym connections

definitionmental connections between objects, words, or events and emotions or thoughts

sentenceSome of the associations you make with food may be pleasant.

© 2011 Benchmark Education Company, LLC Human Emotions

6

focus on comprehensiondiscuss Comparing and ContrastingInvite students to share their ideas about the comparisons and contrasts they noticed in the chapters. Explain that comparisons and contrasts help us connect new information to knowledge we already have about the topic. Ask: How do comparisons in this book help you understand how emotions might work in animals? What are some of the similarities and differences between animal and human emotions?

Complete the Graphic Organizer: drawing Conclusions Ask students to reread or skim and scan the text to locate information for the graphic organizer. Remind students that this exercise is intended to help them formulate a personal take on information in the book.

understand denotation and ConnotationReread the following text from page 27 aloud to the group: “You spill something on your shirt in the lunchroom. When you get to your next class, everyone stares at the stain. You feel embarrassed. You wish you could hide. But instead, you smile and say, ‘I forgot my bib.’ Everyone laughs—including you—and your embarrassment goes away.” Ask: Would you really bring a bib to school? What has happened in this story? What was the meaning of the joke? Invite students to look for other connotative language in the text or think of some examples of their own. Challenge them to explain why a person might use connotation in what they say or write?

CHAPTERS 4–6

Interpret Figurative Language: SimilesRemind students that a simile is a comparison made using like or as. Give students the following example from page 21: “Some people even treat their pets as they would treat a person.”

Ask: What comparison is the author making? What signal word lets you know it is a simile? See if you can find another simile on page 22, and share your ideas.

Encourage students to practice this skill by having them write their own similes and sharing them with the class.

read the text pages 20–30Use the following prompt to set a purpose for the reading: As you read think about the comparisons and contrasts the author makes. Look for comparisons and contrasts in the text and in the graphic features. Try to visualize the written ones in your mind. Think of how these comparisons help you understand the text.

Ask students to read the chapters independently. Tell them to think about the comparisons the author makes. Remind them to highlight key ideas for the graphic organizer, as well as any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.

TEACHING TIPSMeaningful Activities for Rapid Readers• In your own words, explain what

self-awareness means.

• Explain why it’s vitally important for animals to have defense mechanisms.

Prompts to Help Readers Monitor Comprehension• If you lose the meaning, go back

and reread the section where you lost concentration.

• Look for context clues to help you define unfamiliar words.



Introduction:

Chapter One:

Chapter Two:

Chapter Three:

Chapter Four:

Chapter Five:

know your emotions

Chapter Six:

AFTER REAdInG

7

sYnthesize and assessRetell and Summarize As a group, generate an oral or writ-ten retelling of the book. Select the key points and create a summary.

Respond Ask students what they found most interesting about the book. What they did not like and why. What questions they still have. What additional infor-mation they might have included if they had been the author.

Compare and Contrast Challenge students to explain the similarities and differences between human and animal emotions.

draw Conclusions Ask students to formulate conclusion statements based on their reading and the information they charted. Record these ideas.

The completed graphic organizer below can serve as a model for assessing students’ ability to draw conclusions.


Emotionsareapartofmylifeandeveryoneelse’s.IaminterestedinknowinghowIcanusetheminapositiveway.

Sometimesasmell,sound,ortastewilltriggeranemotionalfeelingoramemoryofone.

Emotionsarecausedbyachemicalinthebrainthatsendsmessagestootherpartsofthebody.

Yourbodycanshowhowyoufeelthroughsuchactionsascrying,blushing,orsmiling.

Thedifferencebetweenanimalandhumanemotionsisthathumansareself-aware.Somescientistsbelievethatanimalshaveinstincts,notemotions.

Ifyouunderstandwhyandhowyoufeel,youcandosomethingaboutit.

Youcanturnemotionsintopositivechanges.Youcanavoidsituationsthatmakeyoufeelbad,ordomorethingsthatmakeyoufeelgood.

Our emotions act as warning signals to keep us out of danger.

Some emotions are felt by all human beings (fear); others are learned through experience (guilt).

emotions

emotionscanprotectyou

universalandsocialemotions

sensoryexperiences

emotionsarephysical

animalsandhumanshaveemotions

useyouremotions

8

mini-Lesson Writing Focus: drawing ConclusionsRemind students that throughout the book Human Emotions, they read about different kinds of emotions people experience, where emotions come from, how animals have emotions, and how you can use your emotions to make positive changes.

Ask students to review their drawing Conclusions from Key Ideas graphic organizer to see if any of the ideas they wrote about remind them of an emotional experience they had or observed in others. Ask them to think of the information they’ve gathered about a key idea, and then to try and draw a conclusion about their own experience.

On chart paper or the board, create an information web like the one below showing the key idea and supporting details. Then write a con-clusion statement about the key idea.

Use the reproducible Writing Model to demonstrate how information from the web can be used to write a paragraph about an emotional experience. Remind students to include their conclusion statement at the beginning or end of their paragraph.

WRITInG WORKSHOP

TEACHING TIPSProcess WrItINg Steps

1. Have students brainstorm conclusions related to a key idea from their graphic organizer and then use that information to create an information web and write a paragraph.

2. Have students independently write a first draft.

3. After students complete their first draft, they should revise and edit it.

4. Conference with each student following the first revision and editing.

5. Have students make any additional changes and create a final copy of their paragraph.

6. Finally, invite students to share their paragraph with a group of other students.

Write a paragraph in which you draw conclusions about a key idea from your graphic organizer dealing with emotions.

WrITING ASSIgNmeNt

unIvERSAL EMOTIOnS

my class in France

a number of students from different countries

we all laughed at the professor’s jokes

we all felt frustrated when we got confused

My Conclusion:

We shared universal emotions.


universal Emotions

When I was going to school in France, I took a

French-speaking course with students from many

different countries. The only language we had in

common was French. We had something else in

common, however—our emotions. I remember we all

laughed at the professor’s jokes. Sometimes we all felt

frustrated when we got confused. No matter what

country people come from, they all share universal

emotions.

Writing Model: drawing Conclusions from Key Ideas

WrITING TIP

Pretend you are telling your story to a friend.

Talking through your ideas will help you organize

your thoughts.

key ideas

conclusion



Introduction:

Chapter One:

Chapter Two:

Chapter Three:

Chapter Four:

Chapter Five:

know your emotions

Chapter Six:

Name: __________________________________________ Date: ________________


Our emotions act as warning signals to keep us out of danger.Some emotions are felt by all human beings (fear); others are learned through experience (guilt).

Name: __________________________________________ Date: ________________

Say It with Feeling!The words below are all interjections—words used to show emotions of excitement, sorrow, surprise, or fear. Use your imagination and write a sentence using the given interjection. Then illustrate your idea in the frame next to it. The first sentence is completed for you.

1. Yeoweeee!!!

Sentence: __________________________

___________________________________

___________________________________

___________________________________

2. Yikes!!

Sentence: __________________________

___________________________________

___________________________________

___________________________________

3. Yippeee!!!!

Sentence: __________________________

___________________________________

___________________________________

___________________________________

4. Aaaarrrgggh!Sentence: __________________________

___________________________________

___________________________________

___________________________________

Yeoweeee!!!! That hurt!


Name: __________________________________________ Date: ________________

Sorting Out EmotionsIdentify the following as either a universal emotion or a social emotion. Write the correct word on the line to the right of the emotion.

Emotion Type

sadness _________________________________

love _________________________________

surprise _________________________________

hate _________________________________

anger _________________________________

guilt _________________________________

jealousy _________________________________

embarrassment _________________________________

happiness _________________________________

disgust _________________________________

shame _________________________________

grief _________________________________

fear _________________________________

Select one of the emotions listed above that you have felt because of something you experienced through one or more of your senses. Write about it in the space below. Use complete sentences.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________


Observing EmotionsKeep a record of observations you make about expressions and emotions for three days. Observe the body language, facial expressions, or exclamatory language different people use to communicate their emotions. Use the chart below to record your data.

Person Facial expressions, My thoughts about observed body language, exclamatory my observations

or notable words

Name: __________________________________________ Date: ________________

d

ay 3

d

ay 2

d

ay 1


Name: __________________________________________ Date: ________________

Express Your ThoughtsThink about a time when you felt exceptionally happy. In the outline of the face below, describe the things that made you feel that way. Use words or draw pictures to describe your memory. Then give your face an expression of happiness.


Express Your Thoughts

Students’responsesshouldconvey

self-reflectionandunderstandingof

whatmakesthemfeelhappy.

A n S W E R K E Y

Say It with Feeling!

1. Yeoweeee!!!

Sentence: __________________________

___________________________________

___________________________________

___________________________________

2. Yikes!!

Sentence: __________________________

___________________________________

___________________________________

___________________________________

3. Yippeee!!!!

Sentence: __________________________

___________________________________

___________________________________

___________________________________

4. Aaaarrrgggh!Sentence: __________________________

___________________________________

___________________________________

___________________________________

Yeoweeee!!!! That hurt!

Sorting Out Emotions

Emotion Type

sadness _________________________________

love _________________________________

surprise _________________________________

hate _________________________________

anger _________________________________

guilt _________________________________

jealousy _________________________________

embarrassment _________________________________

happiness _________________________________

disgust _________________________________

shame _________________________________

grief _________________________________

fear _________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Checkstudents’answersforunderstandingofsensoryexperiences,

aswellascorrectgrammar,spelling,andsentenceconstruction.

universal

social

universal

social

universal

social

social

social

universal

universal

social

social

universal

Observing Emotions

Person Facial expressions, My thoughts about observed body language, exclamatory my observations

or notable words

Students’answerswillvary.

Checktomakesuretheyare

makingobservations,not

drawingconclusions.Also

checkthattheyareobserving

spokenlanguageandbody

language,aswellasfacial

expressions.

d

ay 3

d

ay 2

d

ay 1


Students’answersandillustrationsshouldreflectanunderstandingoftheinterjection-emotionconnection.

Human Emotions

Introduce the Book Set a Purpose for Reading√ Introduce the

Graphic Organizer

Read the Text: Ch. 1Focus on Comprehension:√ Begin the Graphic Organizer√ Understand

Denotation and Connotation

Read the Text: Ch. 2 & 3Focus on Comprehension:√ Continue the Graphic

Organizer√ Understand

Denotation and Connotation

Read the Text: Ch. 4–6Focus on Comprehension√ Complete the

Graphic Organizer√ Understand

Denotation and ConnotationSynthesize and Assess

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

Introduce the Book

Read the Text: Ch. 1 Select or create mini-lessons by using the comprehension pre-assessments to determine student needs.*

Read the Text: Ch. 2 & 3

Select or create mini-lessons.*

Read the Text: Ch. 4–6 Select or create mini-lessons.*

Writing Mini-Lesson Writing Assignment

Writing Assignment

Content-Area Extension Activities (BLMs)

BEFORE REAdInG (p. 3) Introduce the Book Set a Purpose for Reading√ Introduce the Graphic Organizer:

drawing Conclusions from Key Ideas*

duRInG REAdInG (pp. 4–6)Read the Text: Introduction & Chapter 1Focus on Comprehension Mini-Lessons: Discuss the Author’s Purpose*√ Begin the Graphic Organizer*√ Understand Denotation and Connotation* Interpret Figurative Language: Interjections*

Read the Text: Chapters 2 & 3Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge√ Continue Graphic Organizer*√ Understand Denotation and Connotation* Use Context Clues*

Read the Text: Chapters 4–6Focus on Comprehension Mini-Lessons: Discuss Comparing and Contrasting*√ Complete the Graphic Organizer*√ Understand Denotation and Connotation* Interpret Figurative Language: Similes*

AFTER REAdInG (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond Compare and Contrast*√ Draw Conclusions*

WRITInG WORKSHOP (pp. 8–9)Mini-Lesson √ Assignment: drawing Conclusions*

COnTEnT-AREA ExTEnSIOn ACTIvITIES on Blackline Masters (pp. 11–14) Say It with Feeling! Sorting Out Emotions Observing Emotions Express Your Thoughts

Lesson-at-a-GLance

Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…

√ Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook.

* Preassessments are available in the Comprehension Strategy Assessment Handbook.

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2

3

4

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sampLe Lesson pLanninG Guides

Accelerated 3-day Lesson

5-day Flexible Lesson

5-day Lesson for Assessed Skills & Strategies

Introduce the Book

Read the Text: Ch. 1

Read the Text: Ch. 2 & 3

Read the Text: Ch. 4–6 Synthesize and Assess

day

Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-59000-525-5

level t/44 human emotions should recognize that the main topic is emotions. model the thinking...

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