How Do You Feel?


Growing Independence and Fluency
Allison Brock

Rationale:  Students need to learn the importance of expression so that they can comprehend and enjoy the text. Whether reading silently or aloud, the goal of this lesson design is to provide practice in reading expressively.

Materials:  strips with sentences ( ãSophie fell over the truckä, ãSophie was busy playingä, and ãSophie was busy playingäon them, book When Sophie Gets Angry- Really, Really Angry·by Molly Bang, dry erase board and marker

Procedures:  1. Ask the children if they know what expression is and then ask them to tell the whole group. If they donât get it, then tell them that expression means that we read the story in the same way we talk. We show people how we feel by using different sounds in our voices. List some of the expressions that the students came up with on the board. Likewise, we show how we feel by using different voices. Today we are going to read a book and I want you to listen for expression in my voice to decide what kind of mood the character is in.

2.  Now class, Iâm going to read some sentences to you. The sentences are on these cards on the chart. Tell me what kind of mood Iâm in when I read the sentence. I will read some sentences twice and some just once.  Read ãSophie fell over the truckä, first worried and then angry.  Read  ãSophie was busy playingä happily. Read ãSophie was busy playingä; first sadly then angrily.  I will have the students tell me what mood I am reading in.  We will discuss how the mood changes the sentence.

3. Now I will read aloud the entire book When Sophie Gets Angry- Really, Really Angry·by Molly Bang. First I will read the book to the class with no expression and then read the book with expression. I will have the students tell me which time the story was more interesting. I will have the students give me some examples of the emotions used and write them on the dry erase board.

4. The students will divide into pairs. Each student will write a sentence. The students will swap sentences and read the sentence twice, once with no expression and once with whatever expression they choose. The other student must decide what mood his partner is using.  I will then ask for volunteers to read their sentence to the class.

5. For assessment I will listen to the students reading using a checklist. This checklist will include; tone changes, voice fluctuations, and pitch changes. The students will be assessed by having a check for yes if they met the criteria and no if they did not.


Bang, Molly. When Sophie Gets Angry- Really, Really Angry·  New York: Scholastic, 1999.

 McCartha, Katherine. Excited, Sad, Happy, Mad.

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