Identifying Emotions

Overview

This is Lesson 3 in the unit Communicating with Touch Chat for preschool students in New Zealand. The focus is on using a device (e.g., Touch Chat AAC) to express different emotions and identify those emotions in others. The 30-minute lesson is designed for two students, incorporating New Zealand Curriculum Refresh objectives for Languages relevant to preschoolers, emphasising oral communication, non-verbal cues, and emotional vocabulary.

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WALT (We Are Learning To)

• Use facial expressions, body language, and Touch Chat to express different emotions.
• Recognise and name common emotions in ourselves and others.
• Communicate feelings appropriately using verbal and non-verbal methods.

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Curriculum Alignment

Learning Areas & Strands

• English / Languages - Oral Language:
  • Use vocabulary to express feelings and opinions (Vocabulary and Grammar strand).
  • Recognise and use facial expressions and gestures to convey meaning (Interpersonal communication strand).
  • Begin to use and understand volume, pace, and tone to convey emotions (Interpersonal communication).
• Key Competencies:
  • Using language, symbols, and texts: Students will communicate feelings through devices and gestures.
  • Managing self: Express preferences and feelings to a trusted adult.
  • Relating to others: Recognise emotions in others and respond appropriately.

Specific Learning Objectives (Preschool Focus from Te Mataiaho English in the NZ Curriculum)

• Begin to understand and use facial expressions, gestures, and body posture to convey meaning.
• Use topic-related vocabulary naming emotions (happy, sad, angry, scared).
• Actively listen and respond to others’ emotional cues.
• Express opinions and preferences about feelings verbally or through the communication device.

These objectives are adapted for preschoolers from the curriculum description around the first year of learning oral language and communication for learning.

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Lesson Details

Time	Activity	Description	Differentiation	Resources
0-5 min	Welcome & Emotional Warm-Up	Greet students, briefly discuss how we all feel sometimes. Use photos/cards with children showing different emotions (happy, sad, angry, scared). Use Touch Chat to show corresponding icons.	Use simple language and visuals. For dyslexic learners, use clear high-contrast cards with large pictures and words in dyslexia-friendly font (e.g., Arial or Comic Sans).	Emotion cards, Touch Chat device
5-15 min	Expressing Emotions Using Touch Chat	One student selects an emotion on the device; teacher models expressing that emotion with facial expression and tone. Students take turns mirroring the emotion verbally and non-verbally.	Support learners by offering choice of only 2–3 emotions initially. Use visual prompts and sentence stems: “I feel ___ because ___.” Allow non-verbal responses through device selection or gestures.	Touch Chat device, mirror or video of facial expressions
15-25 min	Emotion Identification Game	Teacher shows videos or animated images of children expressing emotions. Students identify the emotion by selecting the icon on Touch Chat or naming it verbally.	For students struggling, use slower video clips and pause frequently to discuss clues (e.g., body language). Use physical objects or puppets to act emotions for kinaesthetic learners.	Tablet with videos or emotion animation, Touch Chat device, puppets
25-30 min	Reflection and Sharing	Ask students how they feel right now. Use Touch Chat or verbal response to share feelings. Teacher models summarising feelings using simple sentences.	For students with communication delays, allow pointing or gesturing, and accept single-word answers. Repeat and reinforce positive language.	Touch Chat device, emotions chart

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Assessment for Learning

• Observation of students’ use of the device and facial/body expression to communicate emotions.
• Verbal or non-verbal identification of emotions in video/puppet activities.
• Use of sentence stems or key vocabulary indicating understanding (e.g., “happy”, “sad”).
• Informal feedback to students, highlighting successes and gently prompting areas to develop.

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Differentiation Strategies

• Provide visual supports (emotion cards, videos with clear expressions).
• Use sentence stems and simplified language.
• Allow multi-modal responses: verbal, device selection, gestures.
• Provide a quiet, low-distraction environment to support neurodiverse learners.
• Repeat and model vocabulary several times; reinforce with concrete examples.

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Dyslexia-Friendly Reading & Resources

• Use large, sans-serif fonts (Arial, Comic Sans), high contrast colours on emotion cards.
• Include emotive facial photos with simple text labels.
• Minimise clutter on visual aids; one emotion per card.
• Use audio prompts or recorded voice on device for emotion words.
• Provide printed labels and real objects/props for hands-on connection to vocabulary.

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Teacher Notes

• Maintain a warm and patient tone to encourage confidence.
• Continuously model the association between words, device icons, facial expression, and tone.
• Affirm all attempts by students to communicate feelings.
• Incorporate Te Reo Māori emotional vocabulary as appropriate and respect cultural contexts of emotion expression.

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This highly specific lesson plan follows the New Zealand Curriculum Refresh by focusing on oral language development, interpersonal communication, use of visual and verbal cues (including technology), and emotional literacy for young learners. It incorporates key competencies and supports equity through differentiation and accessibility strategies【4:3,4:14,4:18†Te Mataiaho English Single Page.pdf】.