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Emotional Literacy & MindfulnessAcademic ExtensionsLevel: Upper Elementary (3-5)
Big Ideas: The Transforming Power of Words
The purpose of expanding emotional vocabulary is not to simply know a large number of words. The point, however, is to be able to understand the subtleties of the complex and ever changing nature of our emotions in order to understand ourselves more deeply and to be better able to communicate with more precision to others. Words have the power to transform our thoughts, emotions, and behaviors.
The story of Rumpelstiltskin is used as a metaphor in this lesson to demonstrate the power of knowing and naming what scares us. Folktales, fairy tales, fables, myths, and legends have been passed on from one generation to the next as a way of explaining the world around us. Folktales speak about universal truths or life lessons and appear with variations on the same theme across many different cultures. One Rumpelstiltskin extension activity to consider is to have students analyze how two or more text address similar themes or to compare the approaches the authors take (R.CCR.9).
Variations on the Rumpelstiltskin Story:• Rumpelstiltskin (German Folktale) by Paul O. Zelinsky – Caldecott Honor Book• The Girl Who Spun Gold (West Indian Folktale) by Virginia Hamilton• Whuppity Stoorie (Scottish Folktale) by Carolyn White• Tom Tit Tot (English Folktale) by Evaline Ness – Caldecott Honor Book
The wide variety of fiction and nonfiction text suggested in this section provides opportunities for students to explore how the characters in stories manage and respond to the complex nature of their emotions.
Teaching Note - The skill of identifying and using synonyms works well in reinforcing emotional literacy vocabulary.
EMOTIONAL LITERACY - ACADEMIC EXTENSIONS | GRADES 3-5
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Student Resources
Literature Text:
• Anything But Typical by Nora Raleigh Baskin (Grades 4 – 7) • Inside Out Driven by Emotions by Elise Allen & Disney Book Group (Grades 3 – 7) • Judy Moody Was In A Mood by Megan McDonald (Grades 2 – 4) • Like Pickle Juice on a Cookie by Julie Sternberg (Grades 2 – 4) • Rules by Cynthia Lord (Grades 4 – 7)
Picture Books:
• Emily’s Blue Period by Cathleen Daly (Grades 1 – 3) • If I Were A Synonym: Word Fun by Michael Dahl (Grades 1 – 4) • Miss Alaineus: A Vocabulary Disaster by Debra Frasier (Grades 3 – 5) • The Arrival by Shaun Tan (Grades 4 – 8) • The Day the Crayons Came Home by Drew Daywalt (Grades K – 3) • The Day the Crayons Quit by Drew Daywalt (Grades K – 3) • Today I Feel Silly and Other Moods That Make My Day by Jamie Lee Curtis (Grades K – 3) • Yesterday I Had the Blues by Saxton Freeman (Grades 1 – 4)
Informational Text:
• Dealing with Feeling by Tina Rae (Grades K – 3) • My Book Full of Feelings: How to Control and React to the Size of Your Emotions by Amy Jaffe & Luci Gardner (Various Grade Ranges) • The Emotion Thesaurus: A Writer’s Guide To Character Expression by Angela Ackerman & Becca Puglisi (Various Grade Ranges) • Understanding Myself: A Kid’s Guide to Intense Emotions and Strong Feelings by Mary C. Lamia, Ph.D. (Grades 4 – 8)
Learning Links:
• Emotions Cards by Marilynn Jorgensen • Feel and Deal Activity Deck by PeacePraxis • Feelings Playing Cards by Jim Borgman (Time Promotions)
EMOTIONAL LITERACY - ACADEMIC EXTENSIONS | GRADES 3-5
© 2016 Empowering Education, Inc. All rights reserved.
Writing Tasks
• Use your imagination to write a fairy tale in which the main character solves a problem byusing some aspect of mindfulness. Remember to include common elements of fairy tales. ¹
• Reflect on a strong emotion that you feel often, and then write an imaginative story inwhich your emotion is a “monster.” Describe the “monster” in detail: What does it looklike? What does it say and do? Where does it live? When is it strongest? What does itcare about most? Where does it get its power? In your conclusion, describe how you canunderstand and befriend the “monster” rather than fight it.
• Write a detailed story about one of your favorite memories using as many emotional wordsas possible. Remember that there are over 4,000 words for emotions, so be creative! Inyour writing, be sure to clearly identify each emotion, what event caused each emotion,and what your thoughts were about each emotion.
• Watch the film Inside Out by Disney PIXAR and then write your own imaginative story inwhich your own inner emotions are all unique characters. Pick at least 4-5 emotions thatyou feel most often. Clearly identify each emotion as a character in your story and describehow these emotions help you solve problems, make decisions, and handle life’s challenges.
Writing Rubrics and Student Self-Assessment Check-Lists
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EMOTIONAL LITERACY - ACADEMIC EXTENSIONS | GRADES 3-5
© 2016 Empowering Education, Inc. All rights reserved.
Teacher Resources
• And The Moral Of The Story Is … Kids Don’t Always Understand The Moral ⁴ (NPR Blog Post) • Daniel Goleman: We Should Be Teaching Emotional Literacy in Schools ⁵ (Mindful Blog Post) • Fostering Emotional Literacy in Young Children: Labeling Emotions ⁶ (Article by G. Joseph, P. Strain, M.M. Ostrosky) • Strategies for Fostering Emotional Literacy in Young Children ⁷ (PDF) • Teaching Emotional Literacy ⁸ (Edutopia Blog Post) • The Mindfulness Triangle ⁹ (PDF) • Fully Present: The Science, Art, and Practice of Mindfulness (Book) by Diana Winston & Susan L. Smalley Ph.D. • Teaching Mindfulness Skills to Kids and Teens (Book) by Christopher Willard, PsyD. & Amy Saltzman, MD. • The Feeling Brain: The Biology and Psychology of Emotions (Book) by Elizabeth Johnston, D.Phil. & Leah Olson, Ph.D. • The Language of Emotions: What Your Feelings Are Trying to Tell You (Book) by Karla McLaren
Standards Alignment
Common Core State Standards for English/Language Arts:
R.CCR.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing and speaking to support conclusions drawn from the text.
R.CCR.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R.CCR.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
R.CCR.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone.
R.CCR.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes.
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EMOTIONAL LITERACY - ACADEMIC EXTENSIONS | GRADES 3-5
© 2016 Empowering Education, Inc. All rights reserved.
WCCR.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
W.CCR.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
SL.CCR.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.CCR.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
L.CCR.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.CCR.2. Demonstrate the command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.CCR.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.CCR.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.CCR.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
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Colorado Academic Standards for Comprehensive Health:
3rd – 3.1.e. Give examples of pro-social behaviors such as helping others, being respectful of others, cooperation, consideration, and self-control.3rd – 3.1.f. Describe the importance of being aware of one’s own feelings and of being sensitive to the feelings of others. 3rd – 3.1.g. Express intentions to treat self and others with care and respect.3rd – 3.2.a. Demonstrate effective interpersonal communication skills necessary to express emotions, personal needs, and wants in a healthy way.3rd – 3.2.b. Describe positive ways to show care, consideration, and concern for others.4th – 3.2.b. List physical and emotional reactions to stressful situations.5th – 4.2.c. Demonstrate pro-social communication skills and strategies.
EMOTIONAL LITERACY - ACADEMIC EXTENSIONS | GRADES 3-5
© 2016 Empowering Education, Inc. All rights reserved.
P21 Partnership for 21st Century Learning Student Outcomes:
Learning and Innovation Skills: Communication and Collaboration – Communicate Clearly
• Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and context. • Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. • Use communication for a range of purposes (e.g., to inform, instruct, motivate and persuade).
REFERENCES
1. ReadWriteThink. (2003). Common Elements of Fairy Tales. Retrieved from http://www.readwritethink.org/files/resources/lesson_images/lesson1/RWTa51-4.pdf
2. Wiggs, M. (2015). Narrative Writing Self-Assessment Checklists for Grades 3, 4, 5. Developed for Empowering Education by Educational Performance Consulting, LLC.
3. Wiggs, M. (2015). Narrative Writing Rubrics for Grades 3, 4, 5. Developed for Empowering Education by Educational Performance Consulting, LLC.
4. Blair, E. (2015, January 8). And The Moral Of The Story Is ... Kids Don’t Always Understand The Moral. Retrieved from http://www.npr.org/2015/01/08/375878511/and-the-moral-of-the-story-is-kids-dont-always-understand-the-moral
5. Goleman, D. (2014, August 19). Daniel Goleman: We Should Be Teaching Emotional Literacy in Schools - Mindful. Retrieved from http://www.mindful.org/daniel-goleman-we-should-be-teaching-emotional-literacy-in-schools/
6. Joseph, G., Strain, P., & Ostrosky, M. (2005, September). Fostering Emotional Literacy in Young Children: Labeling Emotions. Retrieved from http://csefel.vanderbilt.edu/briefs/wwb21.pdf
7. Promoting Healthy Social Behaviors in Child Care Centers. (2011). Strategies for Fostering Emotional Literacy in Young Children. Retrieved from http://www.childcareresourcesinc.org/wp-content/uploads/2011/09/strategies-for-fostering-emotional-literacy-in-young-children-wwb-21.pdf
8. Elias, M. (2013, September 9). Teaching Emotional Literacy. Retrieved from http://www.edutopia.org/blog/teaching-emotional-literacy-maurice-elias
9. Allan, B., & Mindfulness in Education. (2013). The Mindfulness Triangle. Retrieved January 7, 2016, from http://www.mindfuleducation.com.au/wp-content/uploads/2013/06/mindful.pdf
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