Understanding+Feelings

The student will be able to name at least four feelings or emotions. The student can express their feelings in words. || __[|HE.K.B.2 : Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.]__ __[|HE.K.B.3 : Demonstrate the ability to use decision-making skills to enhance health.]__ || __[|Teaching Children to Understand and Respond to Feelings]__ __[|Dealing With Feelings]__ || Some ELLs may appear to be hesitated to response to a question from the teacher because they may take longer than the native English speakers to understand the question and find the proper words and sentences to their answer. Teachers can use simple language, gestures and facial expressions. || "Have you ever seen someone look like this" "Have you ever felt like this?" "What made you feel like this?" Gardner’s Intelligences Covered: Give students problem situation such as "You and another child want the same toy," "Someone knocks down the block structure you just built," "Another child pushes you." "A friend says he/she doesn't like you anymore." Discuss and find out the acceptable ways and solutions of handling their feelings in each situation. || Construct " Feelings" boxes. Have students decorate old shoes boxes with pictures of things that reflect their memories with good and bad feelings. Students can share their boxes and tell their story and how they handled their feelings. || **Home Connection:** Ask students to bring a picture of their immediate family and share their feelings of the picture with the class. || It is important to help young students to understand that feelings effect everything we do and there are various healthy ways to handle our feelings. It is important for teachers to be the role model to always stay positive and do not take personal feelings into the classrooms. || Marotz, L.R., Cross, M.Z., & Rush, J.M. (7th Edition) Health, Safety & Nutrition for the Young Child. Albany, NY: Delmar.
 * **Concept/Skill/Theme:** Understanding Feelings || **Duration:** 30-45 minutes ||
 * **Grade Level:** Kindergarten ||  ||
 * **Objectives-Goals:**
 * **Next Generation Sunshine Standards:** (Floridastandards.org)
 * **Concept Planning/Scaffolding:** Feelings affect the state of one's mental as well as physical well-being ||
 * **Teaching Materials and Props (including technology being used):**
 * Magazines
 * Glue
 * Paper
 * Safety mirror
 * Shoe boxes
 * Anglund, J. (1993). //A friend is someone who likes you//. San Diego, CA: Harcourt, Brace, Jovanovich.
 * Lewis, P. (2002). //I'll always love you//. Wilton, CT: Tiger Tales.
 * Thomaas, P. (2000). //Stop picking on me.// Hauppaugne, NY: Barron's Juveniles. || **Teacher Resources:**
 * **Lesson Steps/Procedure:**
 * Read and discuss the selected books that relate to feelings that students experienced.
 * Encourage students to talk about different feelings they experience. Point out that many feelings are normal and it is important to learn acceptable and healthy ways of expressing them.
 * Ask student, one at a time to name a feelings, e.g., happy, sad, tired, bored, special, excitement, surprise, fear, lonely, embarrassed, proud, or angry. Have students act out the feeling. Encourage them to observe the expressions of one another. Help them to recognize these feelings and discuss and role-play healthy ways to cope with these feelings.
 * Place a safety mirror where students can see themselves. Encourage them to imitate some of the feelings they have identified and observe their own facial expressions.
 * Make a collage of feelings using pictures of people from magazines. Help students identify the feelings portrayed in each picture. ||
 * **Adaptations (special needs, ESOL, etc.):**
 * **Higher Order Thinking Questions:**
 * Spatial
 * Linguistic
 * Bodily-kinesthetic
 * Interpersonal
 * Intrapersonal
 * Naturalistic ||
 * **Types of Assessments:**
 * **Follow-up Activities:**
 * **Self-Assessment and Reflection:**
 * References**