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Free Lesson Plan: How Do I Feel?

Free Lesson Plan: How Do I Feel?

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A ready-to-use lesson plan to help children build skills in naming feelings.
A ready-to-use lesson plan to help children build skills in naming feelings.

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Published by: The Psycho-Educational Teacher on May 05, 2012
Copyright:Attribution Non-commercial


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Free Lesson Plan: How Do I Feel?
The Psycho-Educational Teacher
Content Area:
Feelings and Emotions/Social-Emotional Literacy
Grade Level:
Students will understand that different people have different feelings to the samesituation2.
They will develop skills in using more precise words to name feelings
Group Size:
Whole Class
45 minutes
Situations List 
(Teacher’s copy;
copy; click on link or download from blog)
Facts About Feelings
(Teacher’s copy; attac
hed), blankpaper and pencil for each child. Optional: chart paper or whiteboard with markers
Key Social-Emotional Vocabulary:
simultaneous feelings, contradictory feelings, pleasantfeelings, unpleasant feelings
Background Information:
We are all capable of having many different feelings. We are alsocapable of experiencing simultaneous feelings, including feelings that seem to contradict eachother; for example, we can feel both enthusiastic and nostalgic at the same time. Some feelingsare pleasant, but others are unpleasant. Some feelings are stronger than other feelings, butregardless of their strength, all feelings are
temporal. See
Facts About Feelings
for additionalbackground information.
Distribute blank paper and tell students to skip a line and write numbers from one-to-ten.2.
Explain to students that, as they listen to each situation and five possible reactions foreach, they are going to identify the feeling that best represents (or approximates) howthey would react to the situation. Read aloud statements on your
Situations List,
one ata time. Then, read each possible answer, and give time for children to select onereaction (feeling) for each situation. If necessary, clarify to children what each feelingmeans. (You can use the
for this purpose.) On their papers,students write the letter that best tells how they feel about the situation. For example,on the first situation, a child that chooses
next to the number(e.g., 1. E).3.
Tally children’s answers on the chalkboard, whiteboard, or chart paper. For ex
ample, atally for the first situation can be (Total= 32 students): A=7 students, B=4 students, C= 12students, D= 8 students, E= 1 student. Do the same for situations 2-10.4.
When all situations are tallied, help children translate the numerical information into
words. You can ask questions such as, “On the third situation, which feeling was the
most/least frequent? Which feeling was shared by
four children?”
Alternatively, “On
situation five, how many more children chose betrayed over curious
Go over five orsix examples until it is clear that children know how to read the information. Then ask,
“What do y
ou notice about our feelings
?” and
“Do you see a pattern here?” Help
children conclude that, for the same situation, different children felt or reacteddifferently.5.
Continue discussing facts about feelings. For example, you can help children separatepleasant feelings from unpleasant feelings or children can rank feelings from leastintense-to-most intense. It is also important that students realize the importance of defining (naming and labeling) their feelings in a more precise way; for example, the
word “hopeful” precisely tells how we feel, but the word “nice” is just too vague.
For in-depth analysis, use sheet
Facts About Feelings
Have children summarize the information, specif 
ically, answering, “What did I
learntoday about my feelings
Important Note:
To stimulate all children to share feelings honestly, we keep answers private.Feelings are identified and analyzed for the whole class rather than for individual students.
“None” as an option is not included, this way, children must identify a feeling for each situation.
 In addition, because we read aloud the information, we minimize any reading difficulties thatweaker readers may face.
Teacher observation of student participation.
Extended Activity:
Ask children to select one situation, and then draw a line graph/bar graphusing the information tallied for that situation. Older children can draw a more complex graph,using two-three situations instead of just one.
 Answer Key:
Answers will vary. Make sure that children understand that there is no right orwrong answer on this exercise. Simply put,
all feelings are acceptable

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