Exploring Moods & Emotions

Overview

An engaging 60-minute classroom session designed for Year 5 students to explore moods and emotions, promote emotional awareness, and develop empathy through interactive activities. This plan aligns with the New Zealand Curriculum’s aims for social-emotional learning and developing communication skills.

Learning Objectives

By the end of the lesson, students will be able to:

Identify and name a range of emotions and moods using appropriate vocabulary (NZ Curriculum: English - Vocabulary and Grammar/Communication for Learning, Years 4-6).
Express personal feelings and emotions clearly through discussion and self-talk (NZ Curriculum: English - Self-regulation, Year 5).
Demonstrate empathy by recognising and articulating the emotions of others (NZ Curriculum: English - Self-regulation and Metacognition, Year 5).
Use discussion to reflect on emotions and develop strategies for emotional self-regulation (NZ Curriculum: English - Communication for learning, Years 4-6).
Create a personal mood journal to reflect on feelings constructively.

Curriculum Links

Health and Physical Education:
- Relationships and sexuality – Recognise and describe a range of emotions and their impact on behaviour.
English:
- Listening, Reading, and Viewing – Use appropriate vocabulary to express and discuss emotions.
- Speaking, Writing, and Presenting – Communicate emotions and feelings clearly.
Key Competencies:
- Managing Self – talk about and manage own emotions.
- Relating to Others – show empathy and respond appropriately to others’ feelings.

All learning objectives and activities adhere to the English learning area standards for Year 5, focusing on vocabulary for emotions, communication skills, and self-regulation , , .

Materials Needed

Emotion cards with facial expressions and emotion words (happy, sad, angry, excited, worried, calm, etc.)
Whiteboard and markers
A large sheet or poster paper for "Mood Chart"
Journals or notebooks for each student (mood journal)
Colouring materials (coloured pencils, markers)
Small props for charades (optional: hats, scarves)

Lesson Activities

1. Introduction and Warm-up (10 minutes)

Mood Check-in Circle:
Students sit in a circle. Each student shares how they feel right now, using an emotion word or phrase. Teacher models this first ("I feel excited because...").
Key Vocabulary Introduction:
Teacher introduces and writes emotion words on the board, linking them to facial expressions or drawings. Encourage pronouncing words clearly and using full sentences (“I feel… because…”).

2. Mood Charades Game (15 minutes)

Instructions:
Divide the class into groups of 5-6 students, with each student taking turns to act out an emotion from the emotion cards without speaking. The group guesses the emotion.
Learning Focus:
Understanding non-verbal cues and body language that communicate emotions, building empathy and emotional vocabulary.
Curriculum Links:
Supports the development of non-verbal communication and vocabulary for describing emotions .

3. Group Discussion: “How Do These Feelings Affect Us?” (15 minutes)

Whole Class Discussion:
Ask questions such as:
- How does it feel when someone is happy/sad/angry?
- What can we do to support a friend who feels sad or angry?
- How do our moods change during the day?
Teacher Role:
Model using positive language and self-talk, e.g., “When I feel worried, I remind myself to take deep breaths.”
Focus on Developing Empathy:
Encourage students to listen and respond thoughtfully, recognising different emotions in others and discussing strategies for self-regulation , .

4. Creative Mood Journal Exercise (15 minutes)

Instructions:
Students create a "Mood Journal" entry by:
- Drawing a picture that represents their current feeling or a recent feeling.
- Writing a few sentences explaining why they felt this way.
- Including strategies they used or could use to manage their feelings (e.g., talking to a friend, deep breathing).
Teacher Support: Provide sentence stems to scaffold writing, such as:
“Today I felt ______ because ______. To help myself, I ______.”
Purpose:
Reinforce emotional vocabulary, self-awareness, and self-regulation skills.
Assessment:
Check journals for use of emotional vocabulary, expression clarity, and understanding of emotional self-regulation strategies , .

5. Closing Reflection and Feelings Check (5 minutes)

Invite students to share one positive thing they learned about moods or emotions today.
Reinforce the idea that all feelings are valid and discuss the importance of empathy and kindness.

Assessment Ideas

Formative Assessment during Activities:
Observe students’ participation and use of emotional vocabulary during charades and discussion.
Mood Journal Review:
Evaluate students’ ability to identify emotions, articulate feelings, and propose self-regulation strategies, checking for appropriate vocabulary and sentence structure.
Peer Feedback:
During discussion, encourage students to give feedback on each other’s empathetic responses using specific language prompts.

These assessments align with NZ Curriculum practices emphasizing observation, reflection, and evidence of language use for learning progress , .

Differentiation & Inclusion

Provide extra support for students who need assistance with vocabulary (e.g., bilingual glossaries, picture supports).
Allow alternative ways to express feelings (drawing instead of writing).
Be sensitive to cultural interpretations of emotions and expressions; discuss diversity in feelings’ expression if appropriate.

Teacher Tips

Use positive body language and tone throughout the lesson to model emotional regulation.
Reinforce vocabulary consistently and link feelings to students’ real-life contexts.
Celebrate students’ sharing to foster a safe and supportive classroom environment.

This lesson plan offers a dynamic and inclusive approach to emotional learning for Year 5 students, supporting their growth in self-awareness, empathy, and communication, fully aligned with the New Zealand Curriculum framework.

Teaching Instructions