Lesson 1: Feelings
Downloadable Reference Materials
- Lesson 1 Activity 1 – Emotions (116 kb)
Lesson 1 Activity 1 – Emotions (1.86 Mb)
- Lesson 1 Feelings (172 kb)
Lesson 1 Feelings (2.7 Mb)
1. Lesson Overview
Length of Lesson
- 60 mins
Prior Knowledge (what should the teacher have already covered)
- For welcoming activity, children will need to know the names of their classmates.
- First lesson – no specific prior knowledge required.
- Selection of picture books that show a range of feelings.
- Basic emotions pictures.
- Being included makes us feel happy.
- Being left out makes us feel sad.
- Everyone wants to feel included.
- LO1: Students can identify emotions through words, facial expressions and body gestures.
- LO2: Students can recognise a feeling or emotion demonstrated by a classmate.
- LO3: Students can demonstrate a feeling or emotion without using words.
- LO4: Students understand that everyone wants to feel included in day to day activities.
2. Australian Curriculum Links
HPE Subject Area
- ACPPS005: Identify and describe emotional responses people may experience in different situations
General Capabilities by the End of Foundation Year (Level 1/1b)
Personal and Social Capability
- Recognise emotions: compare emotional responses with those of their peers
- Develop self-discipline and set goals: follow class routines to assist learning
- Work collaboratively: share experiences of cooperation in play and group activities
- Explore ethical concepts in context: describe familiar situations that involve ethical concepts
- Consider consequences: identify links between emotions and behaviours
- Examine values: identify values that are important to them
- Interpret and analyse learning area texts: interpret simple texts using comprehension strategies
- Use language to interact with others: use short pair, group and class conversations and discussions as learning tools to explore learning area topics and to prepare for creating texts
- Understand learning area vocabulary: use familiar vocabulary contexts related to everyday experiences, personal interests and topics taught at school and used in other contexts
Critical and Creative Thinking
- Identify and clarify information and ideas: identify and describe familiar information and ideas during a discussion or investigation.
Assessable moments: As students undertake the learning experiences described in the lesson, take note of a range of assessable moments to provide information about student achievement. Ongoing assessment will provide evidence of the extent to which students achieve the identified Australian Curriculum links. Assessable moments are linked to learning outcomes and are identified by the following identifier: LO (insert number)
3. Lesson Plan: Suggested Sequence of Learning Experiences
|Format||Lesson Plan: Suggested Sequence of Learning Experiences|
|Intro 10 mins|
Introduction to the Everyone Everyday program
Welcoming activity to demonstrate what inclusion is:
Teacher's notes: Use this activity at the beginning of every lesson to reinforce an example of everyone being included in an activity. Ask children to choose a different person each day to welcome so they do not always pick the same people. As the class becomes familiar with this activity, the time taken to complete it should decrease.
State the learning intention: Today we are going to begin a program called Everyone Everyday. We will be learning about what we can do every day to make sure everyone around us feels included in our daily activities, like playing, being with friends, and participating in activities at school or after school.
Firstly, we are going to talk about our feelings, and explore how we feel when we are included, and how we feel when we are left out.
We will begin by reading a book together and will look for the different feelings the characters show us in the story.
|Body 15 mins|
Activity 1: Feelings in Stories
Teacher’s notes: for this activity, prepare a collection of picture books that show feelings. Refer to stories that show a range of emotions (eg. happiness, sadness, loneliness, pride, frightened, surprised, confident, confused etc). You will also need pictures of basic emotions to refer to.
LO1 Task: Read through a story and ask children to identify emotions being expressed. Draw attention to the importance of facial clues and non–verbal gestures. As you are reading through the story, get children to identify the emotions from the basic emotions page for this lesson. Emphasise that no feeling is ‘wrong’, and that all feelings we have are ‘valid’ or ‘important’.
You can google ‘children’s picture books about feelings and emotions’ or ‘inclusion’ to find a range of books you can use.
Books you may already have in your library:
Main points to highlight:
Activity 2: My First Day of School
Activity 3: Role Play.
Organise children in a scattered formation sitting together.
Display pictures of emotions on the IWB or on a poster for reference when implementing the following activity.
LO3 Task: We are now going to participate in an activity where we show how we feel without using words. For example, “Show me how your face looks when you receive an unexpected wonderful surprise? (Acknowledge response). Show me how you stand when you win an award because you have done something really hard or really clever? (Acknowledge response).
Activity: The teacher calls one child to stand at the front of the group and whispers a feeling to them. The selected student then attempts to show the feeling using facial cues and body gestures, and classmates guess what the feeling was.
Teacher notes: after each round, reinforce the facial cues and body gestures that showed the feeling.
Activity 4: Feelings of Inclusion and Exclusion
LO4 Class discussion – finish with these 2 questions:
Hands up if you think that everyone wants to feel included in the things we do every day.
Main points to highlight:
|Conclusion and Reflection 5 mins|
LO4 Children sit in a circle and respond to the following questions.
Why is it important that we all feel included in the activities we do every day at school?