Exploring Emotions Deeply

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Overview

In this 45-minute guided reading session, Year 4 pupils will explore The Colour Monster by Anna Llenas to identify and articulate different emotions. Using VIPERS reading skills (Vocabulary, Inference, Prediction, Explanation, Retrieval, Summarisation), students will enhance their emotional literacy and comprehension skills. Activities are hands-on and collaborative, incorporating differentiation and scaffolding tailored for neurodivergent and dyslexic learners.

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National Curriculum Alignment (England, Year 4 English)

• Reading – comprehension (KS2, Years 3-4)
  • Pupils should be taught to:
    • Develop positive attitudes to reading and understanding of what they read by:
      • Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions (Content Domain 2B).
      • Predicting what might happen from details stated and implied (2D).
      • Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context (2A & 2C).
    • Retrieve and record information from non-fiction (2E).
    • Identify and summarise main ideas drawn from more than one paragraph (2F).
• Vocabulary, Grammar and Punctuation
  • Understand new vocabulary introduced in the context of reading (LKS2 Vocabulary).

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Learning Objectives (WALT)

We Are Learning To:

• Understand and identify emotions in The Colour Monster.
• Use VIPERS skills to explore and discuss the emotions in the story.
• Develop confident responses through group discussion and scaffolded sentence stems.

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Success Criteria

By the end of this lesson, students will be able to:

1. Identify at least three different emotions represented in the story.
2. Use VIPERS skills to answer questions about the text (e.g., explain why the Colour Monster feels a certain way).
3. Participate in paired or group discussions using scaffolded sentence stems.

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Resources

• Copies of The Colour Monster (including dyslexia-friendly versions: larger font, clear spacing, coloured overlays).
• Emotion cards matching the book colours/emotions (e.g., yellow for happiness, blue for sadness).
• VIPERS question cards (Vocabulary, Inference, Prediction, Explanation, Retrieval, Summarisation).
• Sentence stem prompts (WAGOLL - What A Good One Looks Like).
• Audio version of the book for auditory learners.
• Whiteboard and markers.

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Lesson Structure

1. Introduction (5 minutes)

• Set the context: Briefly introduce The Colour Monster and how colours represent feelings.
• Clarify learning objectives (display WALT and success criteria).
• Show emotion cards and briefly link colours with emotions from the story.
• Explain VIPERS as key skills to explore the text.

2. Reading and Vocabulary Focus (10 minutes)

• Read the story aloud using the audio book or teacher reading, accompanied by the text projected or handed out.
• Stop at key points to discuss tricky vocabulary (e.g., “emotions”, “confused”, “calm”). Use VIPERS Vocabulary questions (e.g., “What does ‘confused’ mean here?”).
• Use coloured overlays for dyslexic/neurodivergent pupils to follow the text comfortably.

3. Guided VIPERS Exploration (15 minutes)

• Split the class into mixed-ability groups of 5.
• Each group is given VIPERS question cards linked to different sections/emotions in the book. Examples:
  • Inference: Why do you think the monster felt sad at the start?
  • Prediction: What emotion do you think will come next? Why?
  • Explanation: Explain why yellow represents happiness in the story.
  • Retrieval: Find where the story talks about feeling angry.
  • Summarisation: Can you summarise what the Colour Monster learns by the end?
• Groups use emotion cards and sentence stems such as:
  • "I think the Colour Monster feels ___ because ___."
  • "This part shows ___ emotion because ___."
• Pair neurodivergent students with supportive peers for collaborative learning.
• Teacher circulates to scaffold, prompt, and support discussions.

4. Whole-Class Sharing and Discussion (10 minutes)

• Invite groups to share one insight about an emotion and evidence from the text.
• Encourage use of sentence stems and reinforce VIPERS vocabulary.
• Emphasise that all contributions illustrate a deeper understanding of emotions.

5. Extension & Plenary (5 minutes)

• Extension: Suggest that advanced learners start planning their own 'Colour Monster' character, choosing colours and emotions, preparing to write a short story for a future lesson.
• Plenary question: "Which emotion helped the Colour Monster most? Why?"
• Recap the WALT and success criteria; ask pupils to self-assess their learning.

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Differentiation Strategies

• Visual aids: Emotion cards, colour-coded text, and overlays to support comprehension.
• Sentence stems: Provide scaffolded language to encourage verbal and written expression.
• Mixed-ability grouping & peer support: Pair neurodivergent learners with confident peers for inclusive participation.
• Multi-sensory input: Read aloud, use audio versions, and visual aids for diverse learners.
• Chunked questioning: VIPERS question cards broken down by skill and complexity.

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Assessment and Feedback

• Formative assessment via group discussions and VIPERS responses.
• Teacher notes on individual contributions and understanding during activities.
• Exit slips: Pupils write down one emotion they identified and one word explaining why, using sentence stems if needed.

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Reflection for Future Lessons

• Monitor engagement levels and adapt VIPERS complexity accordingly.
• Consider focused small-group interventions for pupils needing additional support with inference and explanation.
• Incorporate pupil-generated emotion stories in subsequent lessons for writing progression.

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This highly scaffolded, child-centred lesson integrates emotional literacy with key English reading skills aligned to the National Curriculum. The inclusion of VIPERS alongside hands-on, multisensory activities ensures accessibility and challenge for all learners, showcasing an innovative and inclusive approach to empathic reading.