Summary: My Rotten Redheaded Older Brother

This learning segment focuses on how words and phrases can demonstrate different feelings or appeal to the senses. Students in this learning segment will be able to express their own feelings and brainstorm additional words that define the same feeling. The teacher will read a piece of literature - My Rotten Redheaded Older Brother. Students will be expected to identify different words, phrases and illustrations that appeal to different feelings from the book. The learning segment is multimodal because students will participate in hands-on activities and dramatic play. The hands on activities will include pasting and matching words that describe different feelings and an art project with various art supplies such as pipe cleaners, googly eyes,
This lesson is a related skill. The teacher will have students raise their hands and share different feelings. Students will then have to categorize the different feelings on the board. The teacher will assist by using lines to separate the categories on the board. Words like happy, cheerful, and joyful can be categorized in one section. Words like mad and angry could be categorized in another and so forth. After students categorize the words that portray different feelings, students will work with partners to come up with a snapshot (visual demonstration) of the feeling given. The teacher will hand each partner an index card with a word of a feeling. Students will then have 10 minutes to come up with their snapshot. After, each partner will have a turn to present the snapshot to the class using facial expressions or props. The rest of the class will then have to portray what feeling is being exhibited and the evidence used to determine their answer. Students will be able to use their own facial expressions or draw pictures of facial expressions that relate to the word given to portray the
The teacher will read the book My Rotten Redheaded Older Brother written and illustrated by Patricia Polacco. While reading the book, the teacher will emphasis words and phrases that portray feelings. The teacher will then stop every so often to have students point out phases and explain how the illustrations give meaning to those words and phrases. One phrase in the book says “You make me sick, Richard Barber!” I yelled at him. The illustration demonstrates a girl with her hands crossed and her face in a frown. The teacher will ask students what words in this phrase show feelings. Students should say sick and yelled. Next, the teacher will ask does the illustration support that feeling and why? Students should respond yes, because the girl looks mad in the picture. Her face is frowning because her brother picked more berries than her. Answers like this are critical because it shows that students are understanding feelings and gaining meaning from both words/phrases and illustrations. After reading the book, to reinforce the book and objective, the teacher will have cut outs of words in a zip block bag and different illustrations from the book. Each student will get a zip block bag filled with cut outs of words on it and images from the book, and a piece of construction paper. The students will have to