Book of the Week

The Colour Monster

 
Second Level/KS2 At the end of the week ask the
children to sort their objects by
colour.
Questions for discussion:
- Do you have more negative or
positive feelings?
- If you have more negative, do
you remember it being a bad
week?
Often we recognise the strong or
unusual feelings more than calm
or happy. Encourage the children
to catch themselves feeling happy
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or calm over the weekend and
Lesson 1 into the next week.
Skills:
 Listening and talking Plenary:
 Identifying emotions and feelings • Check in with the children
 Emotion words regularly, remind them to add to
their record.
Introduction: • Discuss emotions as part of
In this book, there are five main conversations throughout each
emotions that are explored. Each of day, encouraging them to identify
these emotions has a different colour the emotion word to describe how
attached to it. It may be worth they felt.
displaying this somewhere.
Anger
Sadness Lesson 2
Happiness Skills:
Calm  Listening and talking
Fear  Using description
Spend time discussing each of the  Identifying emotions and feelings
emotions mentioned in this book.  Emotional regulation

Task:
Ask the children to keep a daily journal Introduction:
with a record of their emotions. Each
Have a discussion with the children
time they feel a “feeling”, add a circle
about “anger”.
of that colour to their record for the
day. At the end of the day, write a
- What makes them angry?
journal entry focusing on how they felt - When was the last time they
during each if the day’s events.   felt angry?

Lessons by @Miss_McMillan_ missmcmillan.co.uk

 Book of the Week
The Colour Monster
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Task:
Discuss what anger might look like.
Draw a picture of anger. Around the
outside of the picture write words
that describe how anger looks, feels,
smells and sounds like.
Create a list with the children of the
types of things they can do to calm
themselves down when they are
feeling angry. Display it somewhere
in the classroom so it can be used as
a reminder.
Ask the children to wrote a
description of anger using all of the
words on their picture. Make it
harder by not allowing them to use
the words “angry”, “anger” or
“cross”.
Suggestion:
Ask the children to aim for 5 varied
sentence openers, and 3 connecting
words!
Extension Task:
Turn the description into a riddle and
ask a child from another class or
another adult in the school to try
and solve it!
Plenary:
• What might you do to help
regulate your emotions?
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Lesson 3
Skills:
 Listening talking
 Identifying emotions and feelings
 Emotional regulation
 Helping others
Introduction:
Have a discussion with the children
about what makes them feel sad.
What types of things make them feel
better? What could they do to make
someone else feel better?
Task:
Ask the children to draw around
their hand and write or draw
different things that they could do
to help somebody who was feeling
sad.
Extension Task:
Encourage the children to check in
with someone today. It could be
somebody in school, a family member
or neighbour - anyone they want.
Ask them to draw them a picture,
make them a card or write them a
note.
Plenary:
• What would you do if you noticed
somebody was feeling sad?
• What would you do if you felt
sad?
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 Book of the Week
The Colour Monster
@miss_mcmillan_
Lesson 4
Skills:
 Listening talking
 Identifying emotions and feelings
 Emotional regulation
 Body sensations
Introduction:
Ask the children what the word
“calm” means to them. Discuss the
types of places, things or people that
may make a person feel calm.
Task:
You may choose to take one of these
each day, maybe after break or
lunch and have a go at each of them.
Try an activity that encourages the
children to be calm, such as:
• Yoga
• Mindfulness Colouring
• Lights off and calm music
• Breathing activities
Before the activity ask the children
to think about the way their body
feels:
o How fast is your heart?
o How warm/cold are you?
o What types of things are on your
mind?
After completing the activity, check
in with the children again and ask
them to consider how their body
sensations have changed.
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Plenary:
• How does your body feel when it
is calm?
• What types of things can you do
to help your body feel calm?
• When might you use these? (Link
to other emotions).
Lesson 5
Skills:
 Listening talking
 Identifying emotions and feelings
 Emotional regulation
 Body sensations
Introduction:
Have a discussion about things that
the children are scared of. They
don’t need to share if they don’t
want to, but explain that sometimes
talking about fears can make you
feel better.
Task:
Ask the children to think about what
happens to their body when they are
scared. Draw around a member of
the class and list all of the body
sensations such as “wobbly legs” on
the drawing.
Ask the children to design their own
a safe space where they would go if
they were feeling scared. Consider:
• Where would it be?
• How big is it?
• What types of things would there
be there?
• Who else would be there?
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 Book of the Week
The Colour Monster

Plenary: language used. Write a script,

• Name something your body does interview classmates, go on ”location”
when it is scared. and use iMovie or similar to edit it
altogether.

Plenary:
• Name three ways a newspaper
article is different to a story.

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Lesson 6
Skills:
 Gathering information
 Newspaper writing
 ICT
Introduction:
Gather a range of newspapers and
investigate the style of writing and
layout. Discuss interview techniques
and the types of information needed
to a newspaper article.
Task:
Create a class “Good Newspaper”
based on good news and happy events
that have happened in the class.
Have the children interview each
other regarding their good news
stories. Share it with other classes
and members of staff.
Lesson 7
Skills:
 Data Handling
 Identifying emotions and feelings
Introduction:
In lesson 1, the children were asked
to record their feelings for the
week. Ask them to count how many
of each feeling they noted down.
Task:
Create a bar graph of their feelings
that week.
Plenary:
• Which feeling was felt the most?
• Which feeling was felt the least?

Extension Task:
Using the newspaper articles, film a
news show reporting on each of the
articles. Watch Newsround or other
news shows and look at the ways in
which they are set out and the

Lessons by @Miss_McMillan_ missmcmillan.co.uk