Name: Grace Toulouse
Lesson: The Way I Feel by Janan Cain
Target Grade Level: 1st – 2nd grade
Standard(s):Put the appropriate
common core standard here.
Objective(s):
What are your goals for this lesson? What
do you want your kids to be able to do
afterwards?? Why are you doing this
lesson??
Materials:
List absolutely EVERYTHING you need to
do this lesson—especially since you are
going to be sharing it. From
paper/pencils, chart paper or whatever.
Instructional Strategy
This is your step by step guide to what you
are going to and in what order. Put ideas
about time involved to do it step.
Be specific so others can follow this plan.
RL. 1.4 Identify words and phrases in stories
or poems that suggest feelings or appeal to
the senses.
RL 1.7 Use illustrations and details in a story
to describe its characters, setting, or events.
1. Students will be able to recognize and
name different emotions/feelings.
2. Students will also learn to identify
their own feelings and express them.
3. Students will compare colors to
feelings using art mediums such as
watercolor, glitter glue and markers.
- Watercolors / tempera cakes
- Pencils
- Glitter glue
- Thin and thick markers
- Watercolor paper
- Brushes
- Water cups
- The Way I Feel by Janan Cain
In this lesson, we will open up by talking
about what emotions and feelings are. Then
we will go into reading our book, The Way I
Feel. Once we are done reading, I will go into
my demonstration for our art project. After
that, students will grab their materials. Then
students will start their projects.
1. Once they have their materials I will
put some prompts on the board, as
well as talk as they start working.
These questions will be, “Think of a
time when you felt silly, happy, sad,
angry, excited, or maybe proud. What
was happening at that moment? Who
was with you, what were you doing?
What color or colors are coming to
your mind? How are you feeling right
now? What emotions are you feeling?
What colors are you thinking about?
What shape are you thinking about?”
2. Then students will draw an abstract
shape in the middle of their watercolor
paper.

Differentiation:
Put at least two strategies as to how you
can address students with varying
abilities, both above and below typical
students.
Assessments:
How will you know if your students
learned what you wanted them to learn?
How can you prove it???
3. Students will grab brushes and their
water cup and paint the inside of their
shape with water. (this will help with
the paint to spread in a cool way)
4. Then students will choose the colors
and start painting from the outside, in.
They will be encouraged to use at least
4 colors.
5. Students will wait for their paint to
dry and pick out colored glitter glue to
fill in some of their abstract shape.
6. Lastly, students will fill out the
negative space on their paper with
pictures and words of the moment
they thought about.
1. Sometimes using watercolors can be
difficult because you cannot control
where the paint is going. There are
other tools, like watercolor crayons
and water pencils that have water in
them. These tools can be used for
students who are falling behind.
2. Students who want to do more can be
encouraged to use more than 4 colors,
make more than one project and or
use markers to make zentangles
around their emotion shape.
- In small groups, students will share
what emotions their project is about.
They will be able to share as much of
their story that they want to. We will
talk about why they felt the way they
did in their moment. Students will
also get to talk about their creative
choices while making their project.