Objective

Students will identify and name a variety of feelings (happy, sad, angry, worried, excited, proud, frustrated, peaceful). They will express how they handle these feelings, promoting self-awareness and emotional regulation skills aligned with Common Core critical thinking and language standards.

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Common Core Standards Alignment

• CCSS.ELA-LITERACY.SL.1.1 / SL.2.1 / SL.3.1 (Speaking & Listening):
  Participate in collaborative conversations with diverse partners about grade-appropriate topics and texts with peers and adults in small groups, building on others' ideas and expressing their own clearly.

• CCSS.ELA-LITERACY.L.1.4 / L.2.4 / L.3.4 (Vocabulary Acquisition and Use):
  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level content.

• CCSS.ELA-LITERACY.RI.1.3 / RI.2.3 / RI.3.3 (Informational Text):
  Describe the connection between two individuals, events, ideas, or pieces of information in a text.

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Materials

• Printable two-page worksheet (kid-friendly, colorful with cartoon clipart faces of feelings)
• Crayons or colored pencils
• Whiteboard & markers or chart paper
• Timer

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Lesson Duration: 20 minutes

Class size: 2 students

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Lesson Breakdown

1. Warm-Up & Introduction (4 minutes)

• Greet students and briefly introduce today’s theme: Feelings & How I Handle Them.
• Show a colorful poster or whiteboard with eight cartoon faces representing feelings: happy, sad, angry, worried, excited, proud, frustrated, peaceful.
• Ask: "Can you name these feelings?"
• Encourage students to share a quick example of when they felt one of these emotions.

Instructional Focus: Speaking about feelings develops expressive language skills (CCSS.SL.1.1/SL.2.1).

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2. Guided Practice (7 minutes)

• Hand out the two-page worksheet featuring:

  • Page 1: Matching feelings faces with their labels inside bright rounded boxes with doodled rainbow borders.
  • Page 2: "How I Handle My Feelings" section where students write or draw their personal strategies for handling each feeling.

• Model filling in one example, such as “When I feel angry, I take deep breaths.”

• Students complete the worksheet, drawing or writing their own responses for at least 4 feelings.

Instructional Focus: Vocabulary development through word/picture matching and personal connection to feelings (CCSS.L.1.4 /L.2.4). Critical thinking about feelings and responses aligns with CCSS.RI.1.3.

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3. Collaborative Sharing (5 minutes)

• Each student takes a turn explaining one feeling and how they handle it using their worksheet.
• The partner or teacher responds with questions or encouragement, e.g., “That’s a great way to handle being worried! What else could you try?”
• Reinforce that all feelings are okay and it’s important to have ways to feel better or stay peaceful.

Instructional Focus: Collaborative communication using personal experiences encourages growth of speaking, listening, and empathy skills (CCSS.SL.1.1).

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4. Wrap-Up & Reflection (4 minutes)

• Recap the feelings learned and strategies shared.
• Ask: “Why do you think it’s helpful to know about our feelings and how to handle them?”
• Highlight that understanding our emotions helps us communicate and solve problems better.
• Praise student participation and gently remind them to use their coping tools whenever needed.

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Assessment

• Informal observation of student participation during discussion and worksheet completion.
• Review worksheets for understanding of feelings vocabulary and appropriateness of handling strategies.
• Use follow-up questions during sharing to check comprehension and communication skills.

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Printable Worksheet Design Notes (for teacher printout)

• Two pages with bright rainbow colors and doodle borders.
• Rounded boxes for matching and drawing sections.
• Include cartoon clipart faces for 8 feelings: happy, sad, angry, worried, excited, proud, frustrated, peaceful.
• Use playful and clear fonts for readability at this age.
• Space for students to draw or write handling strategies, with prompts like “When I feel ___, I __.”
• Keep instructions short, simple, and visually engaging.

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This lesson encourages early emotional literacy and self-regulation in an engaging, standards-based approach, supporting students’ social and academic development.