Exploring Emotions

Overview

This 30-minute session introduces Reception pupils to the power of poetry as a means of expressing emotion. Using the poem 'People need people', students will listen, reflect on feelings, and connect personally to key emotions. This underpins their ability to write simple, feeling-inspired poetry in subsequent lessons.

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National Curriculum Links

Communication and Language

• Listen attentively and respond to what they hear with relevant questions, comments and actions.
• Use new vocabulary through the day.

Personal, Social and Emotional Development (PSED)

• Express their feelings and consider those of others.
• Build constructive and respectful relationships.

Literacy - Understanding the World of Books

• Show awareness of rhyme and alliteration.
• Engage with stories and poems, retelling key parts.

Early Learning Goal: Writing

• Use their phonic knowledge to write simple words. (Introduced progressively in the unit)

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Learning Objectives

By the end of the session pupils will be able to:

• Listen attentively to the poem ‘People need people’ and identify at least two emotions expressed.
• Use age-appropriate vocabulary to describe feelings discussed in the poem.
• Share a personal experience related to one of the emotions from the poem.

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Resources

• Printed and/or digital copy of the poem ‘People need people’ (large font, colourful)
• Emotion flashcards (happy, sad, lonely, love, scared) with friendly faces
• A cosy circle time carpet area
• Whiteboard/flip chart and colourful pens

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Lesson Sequence

1. Welcome and Introduction (5 mins)

• Gather children in a circle to create a safe, comfortable space.
• Begin with a short discussion question: “Have you ever felt really happy or really sad? What made you feel that way?”
• Link their responses to the idea that poetry is one way to share those feelings with others.

2. Listening to the Poem (8 mins)

• Introduce and slowly read aloud the poem ‘People need people’, using expressive tone to highlight emotion.
• Show the printed poem so children see the structure and rhythm.
• Use gesture and facial expressions to emphasise feelings in the poem.

3. Discussing Emotions (10 mins)

• Use emotion flashcards to identify feelings appearing in the poem. Discuss meaning with simple examples.
• Ask guided questions, such as: “How do you think the poem makes us feel?” “Which word or line shows happiness/loneliness?”
• Encourage children to share any moments when they have felt the same emotions, linking personal experience to the poem.

4. Reflection and Sharing (5 mins)

• Invite each child to say one feeling from the poem they liked or recognised in themselves.
• Scribe children’s words on the whiteboard under the headings HAPPY, SAD, LONELY, LOVE, SCARED to create an emotion word bank for future poetry writing.
• Reinforce that poems can use feelings to help others understand what we feel inside.

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Assessment Opportunities

• Observe children’s participation during discussion, noting their ability to recognise emotions and make personal connections.
• Listen for correct vocabulary use for emotions as per age-appropriate expectations in CL development.
• Use scribed words to check understanding of feelings vocabulary.

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Differentiation and Inclusion

• Support children with vocabulary difficulties by modelling language and using clear visuals.
• Encourage shy children to contribute through paired sharing before whole group.
• Extend more confident speakers by asking them to explain why specific emotions appear in the poem.

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Extension Ideas

• After the session, display the poem and emotion word bank prominently for daily revisiting.
• Use puppets or role play to act out emotions from the poem to deepen understanding.
• Send a simple poem-emotion sheet home for family discussion about feelings.

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Reflection for Teacher

• Did the pupils engage with the poem’s emotions?
• Were key feelings clearly identified and related to personal experience?
• How can I scaffold vocabulary and confidence for the next poetry writing lesson?

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This lesson puts feelings front and centre, giving Reception pupils a meaningful anchor in poetry’s purpose — speaking from the heart. The mix of listening, talking, and personal connection aligns beautifully with the Early Years Foundation Stage statutory frameworks and early literacy expectations of the National Curriculum.