Students will brainstorm as many emotions that they can think of. (Fluency) Provided, is a series of 10 photos with no faces. Students must select an emotion that best categorizes each image and record it on the response sheet provided. For example, photos with bright warm colors and a lot of light might represent happiness. Blurry photos might represent confusion, or a photo with a singular object might represent confidence, independence, or lonliness. There is no one right answer to each image as long as the student can express why they believe it represents the emotion.
Students will be given the series of emotion task cards to capture their own images of.
Students will create a presentation that shares their favorite image for each emotion.
(While students share, it would be an awesome opportunity for metacognition and probe why one students interpretation might be very different than another students. 3.2.2. Educators use metacognitive models to meet the needs of students with
gifts and talents. )
3.2. Talent Development. Students with gifts and
talents become more competent in multiple talent
areas and across dimensions of learning.
>3.2.1. Educators design curricula in cognitive, affective, aesthetic, social, and
leadership domains that are challenging and effective for students with gifts
>3.2.2. Educators use metacognitive models to meet the needs of students with
gifts and talents.
3.3. Talent Development. Students with gifts and
talents develop their abilities in their domain of
talent and/or area of interest.
>3.3.3. Educators provide opportunities for students with gifts and talents to
explore, develop, or research their areas of interest and/or talent.