This lesson teaches the students that they have their own ability to tell a story with feelings. Since stories with creative expression are more interesting to hear, creating the stories effectively means using their own feelings.

"Setting the Stage" - Before starting the lesson, talk about how much fun interesting stories are to hear. Is it hard to tell an interesting story? Can just anyone tell a story with feelings?

"Mallory the Great"
We introduce this lesson by identifying different emotions or feelings. For some students, this is an introduction to new vocabulary words. Once these have been clearly defined, students are taught that feelings can be expressed different ways.
As a Hands-on activity, students then use markers or crayons and plain paper to show how they can express feelings through drawings or doodles. Examples are shown on the learning station. The teacher may want to 'prompt' the students with feeling words to encourage the activity. There is no right or wrong way to express these feelings but students should be encouraged to describe their work using feeling words.

"Jimmy and Buxy"
Touch-screen story. This story of a boy and his dog illustrates how feeling words are used in story telling. Students identify the feelings as they are expressed through the story by activating the corresponding icon on the Learning Station. Throughout the story, students are asked questions to determine if they can identify the feelings and what should happen next. Students also are asked 'thinking questions' about similar feelings and/or events in their own lives. After the story is told, icons appear on the Learning Station that relate to events in the story. Students then must remember the different feelings that were presented in the story.
Touch-screen feeling game- This game is similar to a child's board game. A student touches the clock face and a number (1-6) determines how many spaces on the board the Jimmy icon should be moved. An image from the story also appears. Students match the image's feeling or emotion to one of four Jimmy icons. The goal is to get to school and back home again while matching the correct feelings to the Jimmy icons.
Teacher note - moving along the game board spaces is not really connected with the icon matching aspect of the game. It is just an added feature for variety and fun. This game can be played as often as desired. After all students have played the game, teacher must touch the advance button on the toolbar. This game encourages number recognition, matching, problem solving and memory. Students also must remember to follow directions.

"Create Your Own Story"
Using the simple images on the learning station, students now are encouraged to create their own stories. Ask questions to get them started. Encourage them to use their feeling words and to create clear sentences. These stories can be created individually or as a group.
Optional - The teacher may want to videotape some of the students' stories. Another opportunity to videotape performance follows this exercise.
Hands-on activity - Using the preprinted handout of the story images, students can create their own books. If time permits, these can be colored before cutting and stapling.

"The Wright Brothers"
Using historical information and fascinating video, additional and more complex feeling vocabulary words are introduced. This is a good time to talk about determination, pride and accomplishments. Because so much is presented in the video, this would be a good time to use the rewind feature of the disk to return to "The Wright Brothers" file title on the pull-down menu to replay this segment.
Videotape activity - Students are encouraged to role-play as reporters presenting the story of the Wright brothers. Encourage the use of feeling words in their sentences. If time permits, have students complete the preprinted handouts of featureless faces by adding different feeling faces. Talk about what their drawings represent.

Before Students Go Home - Review
Review and define the different feelings from stories
Who were the Wright Brothers and what did they do? How did they feel about their accomplishments?
Talk about something the students are proud of.

Supply List for Activities
"Today I Learned" - parents handout
Plain paper and markers or crayons to draw expressive lines, doodles, etc.
Preprinted pages to create book in correct order - story of saving dog
Preprinted worksheet of incomplete faces to draw emotions/feelings
Videotape