Leroy’s Feelings

Overview

In this second lesson of the unit Bully on the Bus Journey, students explore Leroy’s feelings from the blurb and connect them to their own experiences of feeling helpless, using simple evidence from the text.

Learning intentions

• Students will discuss Leroy’s feelings and what in the blurb gives clues about them.
• Students will use feeling words to describe thoughts and actions in a bully-on-the-bus situation.
• Students will share a personal, age-appropriate connection about a time they felt helpless (or powerless) and how they responded.
• Students will listen respectfully and build on classmates’ ideas.

Success criteria

• I can name at least two feelings Leroy might have and say why using details from the blurb.
• I can match a feeling word to a short statement (e.g., “Leroy feels ___ because ___”).
• I can share one personal connection safely and listen to others without interrupting.
• I can use “because” to explain my thinking.

Curriculum links

• English: Language for interaction and expressing opinions using complete sentences
• English: Reading and viewing texts to identify key details and meaning (using evidence from the text)
• English: Discussing how characters’ feelings and actions relate to events in a story
• Social and emotional understanding through respectful communication and empathy

Lesson structure (45 minutes)

1. 5 min – Warm-up: Feelings check-in Students choose a feelings card (e.g., worried, scared, unsure, helpless, angry, confused) and share with a partner one word and a body signal (facial/body expression). Teacher models turn-taking and calm listening.

2. 7 min – Introduce blurb and set purpose Teacher reads the lesson 2 blurb aloud (or students follow along with a copy). Teacher asks: “Who is Leroy? What is happening? What might he feel?” Students point to key words/phrases in the blurb as the teacher rereads.

3. 10 min – Guided discussion: “Because” thinking Use a simple sentence frame on the board: “Leroy feels ___ because ___.” Teacher prompts with questions such as: “What part of the blurb makes you think that?” “How would that feel in your body?” Students respond using either speaking or pointing to a feelings word and a corresponding blurb detail (for ADHD/Autism support).

4. 8 min – Feelings mapping (hands-on) Students create a small “Feelings Map” on paper:

• Centre: “Leroy” (name written)
• Around: 2–3 feeling words
• Next to each feeling word: one short blurb detail or drawing (e.g., an arrow to the relevant line). Teacher circulates, checking that each feeling is connected with a reason.

5. 10 min – Personal connection: safe sharing circle Teacher sets clear expectations: kind words, no names, no stories about real harm, and “pass” is allowed. Students use a frame: “When I felt helpless, I ___.” or “I felt helpless when ___.” Teacher models an example and offers two choice prompts (e.g., “having trouble on the bus” or “when someone didn’t listen to you”) so students can select an age-appropriate connection.

6. 3 min – Quick recap and exit ticket Students complete an exit ticket:

• “Leroy might feel ___ because ___.”
• Draw a small face for the feeling.

Resources

• Printed blurb from Lesson 2 (large font for accessibility)
• Feelings cards (8–12 emotion words, including helpless, worried, scared, unsure)
• Sentence frames on cards or board: “Leroy feels ___ because ___”
• Feelings Map worksheet (A4 or half-page)
• Coloured pencils or markers
• Token/visual timer for turn-taking
• A “pass” card for students who need support speaking
• Visual supports for “listen” and “turn and speak”
• Teacher exemplar response (one short model)

Assessment

• Teacher observation during guided discussion: correct use of feeling words and “because” reasoning linked to the blurb.
• Review of Feelings Map: at least two feelings with an attached text detail/drawing reason.
• Exit ticket check: one complete “Leroy feels ___ because ___” statement and matching face drawing.

Differentiation

• Support (ADHD/Autism): pre-highlight blurb lines, provide “because” starters, allow pointing instead of full sentences for early responses, and offer a “pass” option during personal sharing.
• Support: reduce writing load by allowing one-word + arrow pointing to the blurb detail; teacher scribing for a short sentence.
• Extension: students add a third feeling and suggest what Leroy could do next (one action) using “He could ___ because ___.”
• EAL: provide an emotion word bank with simple definitions/picture cues; sentence frames to reduce language load; partner support with guided prompting.