Didactic sequence 2021

Sixth grade
Context Daily life and Literary
Theme Feelings
Materials/Resource The Hurt by Teddi Doleski (adapted simplified version)
s Copies with activities and vocabulary
https://www.youtube.com/watch?v=z9L4b3LXBIE
https://learnenglishkids.britishcouncil.org/es/video-zone/angry-sad-
and-mad
Genres / Discourse Story
types
Number of lessons Four
 Story telling – presentation of the story and topic
(presencial)
 Controlled practice of linguistic exponents (presencial)
 Free sentence writing with the help of the teacher in order
to complete the final task (online)
 Presentation of a short video (online)
Final task “Someone I trust”
Students imagine a situation in which they might feel
sad/angry/unhappy/etc. then they will tell their own stories filling
the gaps and adding a picture, drawing or photo to represent the
situation. Then they will present their works in a short video
narrating the sequence they’ve produced.
1. When I feel…
2. I talk to…
3. Then I feel…
“When we have hurt feelings, we should talk with someone we
trust to feel better.”
Linguistic exponents Adjectives to describe good and bad feelings
Comparatives and superlatives

Chunks
“I’m… when”
“It hurts my feelings when…”
“I don’t like it when… / I like it when…”
Performance Students understand the structure of the story
indicators Reading: Students read and interpret the text and pictures from the
book with the help of the teacher
Listening: Students can understand the teacher’s instructions and
participate
Speaking: Students can produce appropriate language to express
their feelings / Students can narrate their own experience using
pictures and key words
Writing: Students can write short sentences, express feelings and
experiences

Students will learn:

-how to communicate and release their feelings in a healthy way
 -how expressing themselves can make them feel better and helps
others understand them better
-that whenever something happens to them, they can talk with
someone they trust
Evaluation The teacher assess the learning process checking the students
progress based on their productions (sentences and activities) giving
feedback when needed by clarifying, raising consciousness about
mistakes and making suggestions about how to improve their work.
Students reflect on what they learn, how and why they learn it in a
sequence wrap up: Students state what they’ve learnt or answer
questions (e.g.: “Why is it important to talk about our feelings?”)
Performance indicators are considered to assess the students’
performance.

Lesson 1

The Hurt – Adaptation

Justin and Gabriel are friends. They play together every day.
Today Gabriel is angry and calls Justin a bad name.
Justin is hurt. He runs into his house and doesn’t tell anybody how he feels.
The Hurt is like a big round stone, cold and hard.
“Gabriel isn’t my friend anymore” he thinks. The Hurt grows bigger.
“I’ll never talk to him again.” The Hurt grows even bigger.
Justin is putting away his toys. Dad calls Justin. He looks at Justin and says “Justin, I’m very
disappointed in you. There is mud all over the floor, now it is all dirty!”
Justin goes back to his room, he is sad. “Dad only sees the bad things I do.” Says Justin. The
hurt is huge now. It is bigger than Justin.
Justin saves up all his bad feelings and gives them to the Hurt. The hurt grows bigger and
bigger.
Justin doesn’t like the Hurt. But he can trust in the Hurt. The Hurt isn’t nice one day and
mean the next one. It is always the same, only bigger.
On Saturdays, Dad helps Justin clean his room. But this Saturday Justin wants to clean the
room alone.
“OK,” says Dad. “You are a big boy now. You don’t need my help.”
Justin doesn’t feel very big. He feels small. But he doesn’t want Daddy to see the Hurt.
The Hurt is ruining everything. It is too big now. Justin is scared so he talks to his Dad “Dad,
Gabriel called me a bad name and now there is a big Hurt living in my room.” Talking with
Dad makes Justin feel better.
“Now I know you are hurt” says Dad, “Does Gabriel know?”. “No.” says Justin.
“Sometimes friends makes us feel bad, other times they makes us feel good.” Says Dad “You
have to let the Hurt go.”
“But it is too big now” says Justin.
“When you are ready, it will be smaller.”
“Daddy, it hurts my feelings when you only see the bad things I do.”
“I’m sorry.” Says Dad “You are a very responsible boy. I am proud of you.”
Justin goes to his room and looks at the Hurt, now it is a little smaller.
“I don’t want to see you anymore, hurt” says Justin “You are not a good friend.” The Hurt
grows smaller.
Justin opens the window. He pushes the Hurt to the window and leaves it there.
In the morning the Hurt is gone. Justin is relieved.
Justin goes to Gabriel’s house. “Gabriel, I don’t like it when you call me names” says Justin.
 “I’m sorry” says Gabriel.
“I forgive you” says Justin “Do you want to play?” he asks.
“Ok!” says Gabriel. Justin is happy now.
Justin now knows how to make the Hurt go away. He doesn’t need to be alone with the
Hurt. He needs to talk about his feelings and let the Hurt go before it is too big.

Lesson 1 - Story telling – presentation of the story and topic

Pre-task (Pre-listening: predicting and working out the meaning from context)
The teacher shows the students the cover of the book and students read the
title and answer some questions to predict the gist of the story to activate any
previous knowledge about the topic (e.g.: Do you know what is the meaning of
“The Hurt”? Look at the picture, what do you see? What do you think the book
will be about? etc.)

The teacher will clarify the meaning of “Hurt” and explain that the Hurt (the
object) is the representation of that feeling growing bigger.

The teacher will introduce the basic vocabulary on feelings (a sheet of paper
with pictures from the story if possible / in the board with drawings) that
appears in the story.

The teacher will introduce activity 1 (task) showing the pictures students will
have to match. The Students will look at the pictures first and say what they
think is happening in each of them, then they will check of their guessing was
right.

(Narration of the story) (While listening activity – listen and sequence +

matching activity)

Task Activity 1 – (while listening) Put the events in order and match the pictures
Post task Grammar focus - Story telling:
T will introduce some basic vocabulary students can use to narrate the story
(e.g.: At the beginning, then, after that, in the end, etc.)

Activity 2 (Homework)– The teacher will draw a timeline on the board and
write: “At the beginning” and “In the end” leaving space in between. The
students will copy the timeline and fill the rest of the space with the pictures
and events from activity 1.

Wrap up Activity 3 –
“Who would you talk to?
I would talk to: __________ (Think of someone you trust. E.g.: My
friend, My brother, My teacher)”

In the same sheet of paper students can complete the blank (or can do it
after the teacher asks orally), before the end of the class they will have
 to answer orally (T will ask: “In the story Justin talks to his father about
the Hurt. Who would you talk to?”)

Lesson 2 - Controlled practice of linguistic exponents

Warm up Recapitulate the story read last class (Check homework from lesson 1)–
The teacher might want to elicit a brief and simplify version of the
story and then ask some questions important to understand the gist
of the story and the reason for acknowledging our feelings and
talking about them.
“In the story we read last class Justin, the boy, talks with his Dad
about how he feels. Do you think it is important to talk about our
feelings? Even positive feelings? Why?”
Pre-task Introduction of new vocabulary – new ways of expressing our feelings –
distinction between positive and negative feelings (students will work
with superordinate and subordinate words)
Vocabulary
Sad, Down, Lonely
Disappointed
Happy, Cheerful, Glad, Exited
Angry, Upset, Frustrated, Irritated
Relieved, Calm
Hurt
Scared, Nervous, Worried
Surprised, Amazed
Ashamed, Embarrassed

The teacher will ask if the students know any of the new words and
introduce each of them
Task Activity 1 – There are two circles (negative / positive), students will have to
copy each word in the correct one
Activity 2 – practice of vocabulary and chunks (seen in the text) – Read the
dialogue bubbles above each character and decide which feeling suits best
for each situation (e.g.: Today is my birthday, I’m…)
Post task Activity 3 –
Write a short sentence about how you feel now that we are back to face-
to-face classes. Include:
Write a short sentence about how you feel now that we are back to face-
to-face classes. Include:

 How you feel

 Why you feel that way (If you don’t know why write “I don’t know
why”)
E.g.:
“Now that we are back to school I feel happy because I can see my
students again!”

Lesson 3 (Online) - Free sentence writing with the help of the teacher in order to complete the
final task – Coping with bad feelings
 Pre task Watch the video
https://www.youtube.com/watch?v=z9L4b3LXBIE

Task Activity 1 – Watch the video and complete the sentences with the
suggestions children give to feel better
(Game 1 https://learnenglishkids.britishcouncil.org/es/video-zone/angry-
sad-and-mad)

Activity 2
Answer:
Mr Orlando shows three different emotions, which are those?
What does he do when…
…he feels sad? When…
…he feels mad? When…
…he feels angry? When…
Which tip to feel better do you like the most? Do you know any other tip
that may help Mr Orlando?
Post task Activity 3 – Short sentence writing – Put the words in the correct order to
write the sentences (they appear in the video) - (Game 2
https://learnenglishkids.britishcouncil.org/es/video-zone/angry-sad-and-
mad)

Lesson 4 (Online) – Final task presentation

“What makes me feel better”

Students imagine a situation in which they might feel sad/angry/unhappy/etc. then they will
tell their own stories.
As a final task write the sentences, then choose one of the options to present them to the
teacher:
 Record a video performing the actions in the sentences
 Send an audio in whatsapp reading the sentences
 Drawing and labelling

E.g.:
When I feel scared.
I ask my mum for a hug.
Then I feel relieved.

“No matter how you feel it is important to put your feelings into words. Talking about
feelings helps us feel better.”