1.  For example the word “angry”.  “Angry” is a basic emotion. Let us give it a value of – 0.  How do you show “angry”?  Maybe with an angry face.

2. A basic understanding of children’s learning is an essential for a teacher. By using a systematic approach you can integrate may methods to achieve a goal.

3.  Children have the same needs as adults when learning something new.  They need visual stimulation as well as physical touch. By putting these together we teach sensory words.

4.  One of the key factors in learning English is the value of words to use.  When we teach we need to teach the emotional values. This means that when we teach a value we must add the action and reaction to the learning cycle.

5.  For example the word “angry”.  “Angry” is a basic emotion. Let us give it a value of – 0.  How do you show “angry”?  Maybe with an angry face.

6.  Now let us take some time to think of other words for “angry”.  How about “hate”.  What value does “hate” have?  It has a high emotional value.

7.  How about a less emotional word for “angry”.  Let us try “disagree”. This is a long word for the kindergarten but should be ok for the mid-elementary.  So we have a basic and more advanced vocabulary from one word.

8.  Often miscommunication is about lack of vocabulary. The wrong word can add fire or kill the fire of this problem.  Once children learn to, not only memorize but conceptualize the core word they can branch out into more of the same idea expressing different levels of emotion.

9.  Write down “Angry, Hate, and Disagree” on different cards.  Say them with your voice first. Each with a different emotional value.  Repeat this with the children. Make sure they change their voice and emotion with each one.

10.  We have now helped the children to express themselves with one word.  We have also added an emotion to be connected with the word.  Did you write your words on the same color of paper?

11.  Emotions need color. Red is for high etc.  Color is also important to children’s learning. They will remember color better than words.  By connecting words with color you add to the learning process for later.

12.  Now we have three words, emotions, and colours.  Now let us make a simple sentence.  I hate you.  I am angry with you.  I disagree with you.

13.  Each sentence is different.  This matches the difference in the word and emotion.  If we make the same sentence we confuse the child in connecting the three.  Have the children repeat the sentence with you with the complementing emotion.

14.  Now the children have a sentence to focus on with the emotion and the word.  We want to make a drama script.  Think about 3 relationships that can make your student angry, disagree, or hate.

15.  Make each one into a scene with the strongest first. “hate”  In English we want to learn the high to low emotion, or red to blue colour sequence and connect them to a real idea.  Let us make the scene with hate.

16. Introduction Scene 1  You showed your friend a toy and they won’t give it back.  Question to children is your emotion high or low?  Now write each scene.

17.  Jane – Look at this new toy (Kind) + I got for Christmas (higher) + from my mother. (higher)  Kelly – Wow it is so nice. (kind) + May I hold it? + It is so soft.

18.  Now let us take some time to think of other words for “angry”.  How about “hate”.  What value does “hate” have?  It has a high emotional value.

19.  How about a less emotional word for “angry”.  Let us try “disagree”. This is a long word for kindergarten but should be ok for the mid-elementary or higher.  So we have a basic and more advanced vocabulary from one word.

20.  Often miscommunication is about lack of vocabulary. The wrong word can add fire or kill the fire of this problem.  Once you learn to, not only memorize but conceptualize the core word they can branch out into more of the same idea expressing different levels of emotion.

21.  Write down Angry, Hate, and Disagree on different cards.  Say them with your voice first. Each with a different emotional value.  Repeat this with the student. Make sure they change their voice and emotion with each one.

22.  We have now helped the student to express themselves better from one word.  We have also ( +) added an emotion to be connected with the word.  Did you write your words on the same color of paper?

23.  Emotions need color. Red is for high, etc.  Color is also important to our learning.  We will remember color better than words.  By connecting words with color you (+) add to the learning process for later.

24.  Now we have three words, emotions, and colours.  Now let us make a simple sentence.  I hate you.  I am angry with you.  I disagree with you.

25.  Each sentence is different.  This matches the difference in the word and emotion.  If we use the same emotion in each sentence we confuse the student understanding.  Have the student repeat the sentence with you with the complementing emotion.

26.  Now the students have a sentence to focus on with the emotion and the word.  We want to make a drama script.  Think about 3 relationships that can make your student angry, disagree, or hate.

27.  Make each one into a scene with the strongest first ~~ “hate”.  In English we want to learn the high to low emotion, or red to blue colour sequence and connect them to a real idea.  Let us make the scene with hate.

28. Introduction Scene 1  You gave your friend a toy and they won’t give it back.  Ask the student about their emotion. Is their emotion high or low?  Now write each scene.

29.  Jane – Look at this new toy (Kind) + I got for Christmas (higher) + from my mother. (higher) Look at this new toy I got for Christmas from my mother.  Kelly – Wow it is so nice. (Kind) + May I hold it? (lower) + It is so soft. (lower) Wow it is so nice. May I hold it? It is so soft.

30. ~~ Follow the idea of keeping the toy from the original child. ~~ Use at least three (3) different categories of words in EACH SENTENCE. ~~ Remember to choose the words that show the correct emotion and good grammar.