Wandi’s Feelings

Overview

In this fourth lesson of Wandi’s Word Adventure, students revisit the text to sequence key events and track how Wandi’s feelings change. They develop a precise emotions vocabulary and use facial expressions, movement and evidence-based sentence stems to explain why Wandi feels different at important points in the story.

Learning intentions

Students will:

• sequence the key events in the text
• identify and describe changes in Wandi’s feelings
• build and use an emotions vocabulary bank
• explain feelings using evidence from the text
• write clear sentences using the stem “Wandi felt ___ because ___”.

Success criteria

• I can put the important events in the correct order.
• I can name how Wandi feels at different points in the story.
• I can show a feeling with my face and body.
• I can explain Wandi’s feeling using evidence and “because”.

Curriculum links

• Creating and editing short imaginative texts using sequence, vocabulary, simple sentences and punctuation.
• Manipulating and blending sounds when reading and writing familiar one- and two-syllable words.
• Using spelling patterns and morphemes to write less predictable and high-frequency words.
• Building word families using prefixes and suffixes.

Lesson structure (60 minutes)

1. 0–7 min · Hook and recall. Teacher opens with the hook and learning intention slides, displays an expressive face and asks, “What might this person be feeling? What clues helped you?” Students silently copy the expression, then share a feeling word and one visible clue. Briefly revisit the previous lesson and explain that today they will follow Wandi’s feelings across the story.

2. 7–17 min · Reread and notice. Teacher rereads the selected pages or key extracts from Wandi’s Word Adventure, pausing at three to five important events; students listen, turn and talk, and identify what happened and how Wandi may have felt. Record students’ suggestions on the board, accepting everyday words before introducing more precise alternatives such as worried, disappointed, relieved, proud, curious, frustrated or excited.

3. 17–27 min · Build the feelings bank. Teacher uses the feelings vocabulary slides and hands out the feelings vocabulary matching cards. Model matching a feeling word to its emoji and explain that synonyms can show different strengths of feeling, where appropriate. Students work as a group of four to match the cards, act out selected feelings using faces and movement, and contribute words to a class feelings bank. Clarify unfamiliar vocabulary with simple examples and gestures.

4. 27–39 min · Sequence key events. Teacher displays the sequencing instructions and event prompts and models placing three events in order using “First”, “Next” and “Finally”. Students work together to orally retell the key events, then complete the sequencing section of the Wandi’s Feelings response sheet. They number or draw the events in order and add a feeling word beside each event. Teacher checks that students refer to what actually happened in the text rather than guessing from the illustrations alone.

5. 39–51 min · Explain with evidence. Teacher models the sentence stem “Wandi felt worried because ___”, thinking aloud to connect a feeling with a text event. Display the sentence stems and evidence prompts. Students take turns choosing one sequenced event, showing Wandi’s feeling with facial expression or movement, and completing “Wandi felt ___ because ___.” Partners listen for a feeling and a reason; the speaker records one or two responses on the worksheet. Prompt with: “What happened just before?” “Which words or picture give us a clue?” and “Could another feeling fit? Why?”

6. 51–57 min · Independent response and edit. Teacher asks students to write one complete response on the worksheet, modelling a capital letter, spaces, full stop and careful spelling of the feeling word. Students write: “Wandi felt ___ because ___.” They reread their sentence to check that it names a feeling, gives a reason and makes sense. Support students to sound out words and identify known spelling patterns.

7. 57–60 min · Share and exit check. Teacher returns to the plenary and exit-question slide and asks, “How did Wandi feel at the beginning, and how did that change by the end?” Each student shares one answer or points to a feeling card, then completes an oral exit sentence: “At first Wandi felt ___, but later Wandi felt ___ because ___.” Note whether the student sequences events and gives text-based evidence.

Resources

• Wandi’s Word Adventure text or enlarged selected pages
• Wandi’s Feelings teaching deck
• Wandi’s Feelings response sheet
• Feelings Vocabulary Matching Cards
• Whiteboard and markers
• Pencils, erasers and coloured pencils
• Sticky notes for the class feelings bank
• Optional visual timer
• Teacher observation checklist

Assessment

• During rereading and sequencing, listen for accurate recall of events and check whether students place them in a logical order.
• During partner explanations, record whether each student uses an appropriate feeling word and connects it to evidence with “because”.
• Collect the worksheet and use the final oral response as an exit check for sequencing, vocabulary, sentence construction and punctuation.

Differentiation

• Support: reduce the sequence to three events, reread short extracts, offer two feeling choices, and provide the oral frame “Wandi felt ___ because ___.” Allow students to point, draw or act before writing.
• Provide the feelings cards, gestures, picture clues and teacher scribing for students requiring additional language, literacy or motor support. Rehearse each sentence orally before writing.
• For EAL/D learners, explicitly model pronunciation, connect words to facial expressions and home-language equivalents where useful, and pair each feeling with a simple action.
• Extend confident students by asking them to identify a second possible feeling, explain which evidence is strongest, or join two ideas with “and” or “but”.