Recognize Feeling Signs

Overview

In this 10-minute one-to-one lesson, the student learns to connect two feelings with observable body signs: happy with a smile and angry with clenched fists. The teacher uses direct instruction, a simple scenario, visual choices, and repeated practice; the same routine can be repeated across four sessions with new scenarios to measure progress.

Learning intentions

Students will be able to:

• Identify whether a scenario shows happy or angry.
• Match a feeling card to the correct body sign.
• Use a smile to represent happy and clenched fists to represent angry.
• Communicate an answer by speaking, pointing, signing, or selecting a visual.

Success criteria

• I can listen to a short scenario.
• I can choose the feeling that matches the scenario.
• I can show or identify the body sign for that feeling.
• I can complete the task with no more than one prompt.

Curriculum links

• Collaborative discussions: respond to a teacher’s questions and build on the teacher’s ideas during a one-to-one discussion.
• Speaking clearly about a topic or text: identify a feeling and give or select a relevant body sign.
• Audio and visual communication: use visual displays to emphasize important details.
• Informative organization: group related information by matching each feeling with its body sign.

Lesson structure (10 minutes)

1. 0–2 min · Connect and preview. Teacher opens the feelings introduction slides and says, “Today we will notice feelings and body signs. Happy can look like a smile. Angry can look like fists clenched.” Students look at the two feeling visuals and show attention by looking, pointing, or orienting toward the teacher.

2. 2–4 min · Direct instruction and modeling. Teacher displays one feeling at a time, models the sign, and uses a clear verbal routine: “This is happy. Happy can look like a smile,” then “This is angry. Angry can look like fists clenched.” Students imitate the sign or select the matching picture; physical imitation is optional and should never be forced.

3. 4–6 min · Guided scenario practice. Teacher shows the scenario prompt on the feelings scenario slide: “Keon gets a new favorite book and smiles.” Teacher asks, “How does Keon feel?” and offers the happy and angry visuals. Students select happy, then identify or demonstrate the smile. Repeat with: “Keon’s block tower is knocked down. Keon clenches his fists.” Students select angry and identify or demonstrate clenched fists.

4. 6–8 min · Independent response trials. Teacher presents two brief scenarios, one at a time, without modeling first. For each, the teacher shows the two feeling choices and asks, “Which feeling? What body sign?” Students independently select the feeling and then select, point to, or demonstrate the matching sign. Record whether the response is correct independently, correct with a prompt, or incorrect.

5. 8–9 min · Practice and corrective feedback. Teacher gives immediate, specific feedback: “You chose happy and showed a smile. That matches.” If incorrect, teacher calmly models the answer, uses least-to-most prompting, and gives one additional practice trial with the same feeling. Students repeat the correct match.

6. 9–10 min · Closure and data check. Teacher returns to the review and closing slide and asks, “Show me happy,” followed by “Show me angry.” Students demonstrate or select the signs. Teacher records the final response and briefly states, “Today you matched feelings to body signs.” If a written response is appropriate, the student completes one item on the feelings and body signs practice sheet by circling or matching a feeling to its sign.

Resources

• the feelings introduction slides
• the feelings and body signs practice sheet
• Two feeling cards labeled happy and angry
• Picture symbols showing a smile and clenched fists
• Two short scenario cards or teacher-read scenarios
• Teacher observation/data sheet
• Optional communication system, such as a choice board or speech device

Assessment

• During each trial, record whether the student identifies the correct feeling and corresponding sign independently, with a prompt, or incorrectly.
• Use four planned trials across the session or across repeated sessions. The objective is met when the student responds with 100% accuracy on three of four consecutive occasions.
• For an exit check, present one new scenario and ask the student to identify the feeling and body sign without modeling. Accept speech, pointing, signing, device use, or appropriate demonstration as evidence.

Differentiation

• Use large, uncluttered visuals, consistent wording, gestures, and a predictable “scenario–feeling–sign” routine. Allow extra processing time before prompting.
• For students with limited speech, provide two picture choices and accept pointing, eye gaze, sign language, a communication device, or imitation.
• Use least-to-most prompting: wait, repeat the question, gesture toward the choices, model the response, then provide physical guidance only when appropriate and permitted.
• Keep the distinction clear: a smile is the selected sign for happy, and clenched fists are the selected sign for angry. Teach that body signs can vary and that clenched fists are a signal to seek a safe calming strategy, not to hit.