The Best Bad Day Ever (2024 Building Block Nominee): Home

Preschool-Age 6

PreK-K: Reading Engagement - Connect

• Identify a connection between myself and what my class is reading.

K-2: Reading Engagement - Connect

• Identify a connection between myself and what I am reading.

1 class period of 30-50 minutes

This lesson was created by Hope Hunter from Lucy Wortham James Elementary School. 

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Today is a terrible day for Wolfie: it's cloudy (there is a single cloud), the water in the bubble bath is ice cold, there aren't enough chocolate chips in the cookies and everyone else is having a nice day (lucky them). No one understands Wolfie at school. But then Penguin comes along... and she does understand. Suddenly things start to get a whole lot better.

• Activity 1: paper plates or large circle shapes, craft stick, crayons
• Activity 2: clear plastic bottles, water, clear glue, glitter, and/or small objects, hot glue gun
• Activity 3: Emotions Board Game board and cards and game markers

Objectives

• Students will be able to identify a connection between themselves and what the class is reading. 
• Students will be able to Identify a connection between themselves and what they are reading.  

I Can Statements

• I can identify a connection between myself and what the class is reading. 
• I can identify a connection between myself and what I am reading. 

Introduction

• Discuss how we connect with what is being read and what we read ourselves. Give examples of making a connection to what you read and a connection to what the class is reading. 
• Tell students, "Share something that would happen on the BEST day ever." Allow time for responses.
• Follow up with, "Share something that would make you have a bad day." Allow time for responses.
• Explain that in the story, Wolfie wakes up on the wrong side of the bed. Ask, "What does it mean to wake up on the wrong side of the bed?" Encourage discussion.
• When Wolfie gets to school a friend helps him realize his day is not so bad.  As you listen to the story, see if you can find the friend who helps Wolfie have a better day. Also listen for something that you make a connection to as you are listening to the story. 

Activities

Activity 1:  Happy Face, Sad Face

• Distribute a paper plate to each student.  Ask each student to draw a happy face on one side of the plate and a sad face on the other side with crayons. 
• If time allows, use guided drawing resources to demonstrate how to draw simple facial features. 
• After the faces are completed, glue the craft stick to the paper plate: 
• Gather the students back to story time space and a series of questions about how they would feel in certain situations.  Students respond by showing the happy face or the sad face on the paper plate.
• Sample Feelings Question Cards
• How Would You Feel If…. Cards  (download from Twinkl)

Activity 2:   Calm Down Bottles

• Directions:  themamanotes.com/diy-calm-down-bottles/

Activity 3:  Emotions Board Game

• Place students in groups of 3 or 4. 
• Explain the rules of the game listed in the link above. 

• Observation: Monitor how students respond during discussions and activities, noting their understanding of how they can make connections to what is being read. 
• Happy/Sad Face Plates: Assess student participation and understanding by how they use their plates to express feelings in response to different scenarios.
• Play-Doh Emotions: Check for correct facial expressions when specific emotions are named.
• Choice Boards: Review completed boards to ensure students have selected positive strategies for calming down when they feel angry.

• Provide visual aids and examples for drawing faces for students who need extra guidance.
• For students who may struggle with fine motor skills, offer pre-cut options for the “When I’m Angry” boards.
• Allow students to work in pairs or small groups during activities to encourage collaboration.
• Provide additional support for students with sensory needs during the Play-Doh activity.