How Do You Feel?

How do you feel?

Suggested Group Size and Time

Small Group

30 minutes

Objectives(s)

Students will be able to identify how they are feeling and compare their feelings to other students.

Activity

After reading, “If you are happy and you know it”, children will discuss what feelings are and how they look. Children will then display their feelings throughout creating a face showing how they feel.

Targeted Florida Early Learning and Developmental Standards for Three-Year Olds

·          Fine Motor Development: Domain of Physical Health & Development and Sub-Domain of Fine Motor Skills. Domain of Physical Health & Development and Sub-Domain of Fine Motor Skills (Drawing and coloring using pens, markers and crayons and sometimes forming recognizable shapes and images. Opening and closing scissors to cut paper.) Domain of Physical Health & Development and Sub-Domain of Fine Motor Skills  (Crushing, ripping, tearing, and pinching paper and other materials to create a collage.)

·         Social and Emotional Development: Domain of Social & Emotional Development and Sub-Domain of Cooperation (Joins in group activities and experiences within early learning environments). Domain of Social & Emotional Development and Sub-Domain of Self-Control (Begins to use materials with increasing care and safety)

·           Cognitive Development: Domain of Mathematics and Sub-Domain of Geometry & Spatial Sense (Recognizes some geometric shapes). Domain of Science and Sub-Domain of Scientific Knowledge (Begins to recognize and appreciate similarities and differences in people).

   

      Perquisites

      Student Characteristics: Students must be willing to speak within sentences in order to explain how they are feeling. Students must be able to work independently with little assistance while creating their project.

Adjustments to Learning Environment

It is crucial that the organization of the classroom within its physical aspects is adjusted for this lesson. Create a spacious, warm, and relaxed atmosphere for the introduction of this lesson when discussion is taking place. Students are more likely to discuss their feelings when they are in a comfortable and peaceful classroom environment.

Materials
-A white paper plate for each child
-A plastic sandwich bag of pre cut pieces of different color yarn (One for the entire group)
-Elmer’s School Glue
-A set of googly eyes for each child
 -Numerous of different color construction or scrap paper
-Book: If you are happy and you know it by Kathy Fahlam Bates and Dorothy Pederson Fahlam.

o   Supplemental Book(s): No red monsters allowed by Liza Alexander, Care Bears-Busy, Busy, Sunny Day by Sonia Sander, Being mean by Joy Berry, Teasing by Joy Berry 

Lesson Initiating Activity

-We will hold an open classroom discussion. We will discuss what we think feelings are.  (How do you feel? When you are around other people and have those feelings, how does that make them feel?) 

-We will exemplify that feelings are shown on your face. By providing examples such as I am sad and when I am sad my face looks like this (unsmiling face). By showing students these expressions they are able to realize that feelings are shown by actions and looks.

Procedures

1.     Teacher: Prepare the table for the activity by cutting the pieces of yarn, and setting the reminding items up.

2.     Teacher: Read the book If you are happy and you know it by Kathy Fahlam Bates and Dorothy Pederson Fahlam. Discuss some of the feelings the characters felt within the book.

3.     Within a small group go around the table and have them tell you how they are feeling at the moment. When all the children share their feelings, exemplify how you feel by creating a paper plate face matching your feelings. (Example: I am feeling happy so I am going to cut a big circle to show my open eyes, and I am going to create a big smile by cutting this yellow paper to make a smiley face. Gluing as you are going along to show these are my eyes then glue and show your actual eyes and how they match.)

4.     Provide every child with their own plate explaining these are just like your faces. Allow them to create their face by cutting and gluing eyes, nose, mouth, hair (yarn), etc.

5.     When all students are done creating their look alike faces showing how they feel allow them to explain their plates and why they feel that way.

Accommodations/Adaptations
 - Language Level: Provide directions by having them translated and or display them as a   picture form to allow them to feel involved and not outcaste.
-Exceptional Learners: One is to assist the student throughout the entire hands on activity
-Reading Level: No reading is requiring in this activity, besides the teachers role. Students will use real life demonstrations and pictures to understand concepts.
-Provide hand over hand assistance in cutting and places the yarn.
-Limit the number of children in the small group.
-Include Verbal communication as they are creating and cutting.

Core Activities
-Assessment: The educator will provide a handout in which exemplifies many different facial expressions. They students will be asked to identify which face matches what feelings. This activity will be done alone in order to monitor the child’s understanding.
-As a class we will discuss that you may be having different feelings and not realize so. Have the children throughout the day monitor other student’s behaviors and address them. This will show whether the students understand the concept in real life situations.

Enrichment/ Closure or Follow up Activities
-Create a Picture College of the class’s entire plates titled “How we feel…”
-Watch the following video: https://www.youtube.com/watch?v=UsISd1AMNYU
-Have children play the about face (feelings) computer game http://pbskids.org/arthur/games/aboutface/aboutface.html in center time.
-Give children a feeling written on a piece of paper and have them show a facial expression of what that feeling looks like.
-Discuss feelings of the day throughout circle time. (What did you do this weekend? How did that make you feel?)

Homework

Provide a handout displaying faces showing different types of facial expressions. Have students identify which facial expression represents what type of emotion. Return to class the following day and show these expressions and reveal what they represent.