Feeling and Focus

Grade Level

Kindergarten (K)

Duration

30 minutes

Class Size

4 students

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Learning Objectives

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

• Identify and name basic emotions (happy, sad, angry, scared).
• Recognize physical cues associated with emotions.
• Practice one simple self-regulation strategy when feeling a strong emotion.

These objectives align with the following Common Core State Standards (CCSS) connections, integrated with Social Emotional Learning (SEL) goals:

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Standards Alignment

Although the Common Core Standards focus on language arts and math, this lesson supports the English Language Arts (ELA) Speaking and Listening Standards through discussion and vocabulary, and the Social-Emotional competencies recommended in state frameworks by linking emotional vocabulary with communication.

CCSS.ELA-LITERACY.SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details.

Additionally, the Collaborative for Academic, Social, and Emotional Learning (CASEL) identifies these competencies:

• Self-awareness: Recognizing one’s emotions and thoughts.
• Self-management: Managing emotions and behaviors to achieve goals.

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Materials Needed

• Emotion face cards with simple pictures of happy, sad, angry, scared faces
• Small mirror (one per student or shared)
• Timer or a sandglass (1 minute timer)
• Emotion regulation strategy chart with pictures (e.g., deep breathing, counting to 5, asking for help)
• Drawing paper and crayons

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Lesson Procedure

1. Warm-Up (5 minutes)

• “Emotion Naming” Circle Time
  Sit in a circle. Show each emotion face card one at a time and ask students to name the emotion.
  Prompt with questions: “How does your face look when you feel happy? Can you show me your sad face?”
• Encourage students to mimic the expressions using mirrors.

2. Story Time & Discussion (7 minutes)

• Read a short, age-appropriate story that includes clear emotional moments (e.g., "When Sophie Gets Angry – Really, Really Angry…").
• After reading, ask: “What emotions did Sophie feel? How do you think she felt in the story?”
• Engage students to share if they have felt similar emotions.

3. Self-Regulation Strategy Introduction (5 minutes)

• Present the emotion regulation strategy chart.
• Introduce and demonstrate one strategy (deep breathing).
• Practice as a group: “Let’s all take 3 deep breaths together.”
• Set the 1-minute timer and encourage students to close their eyes and breathe slowly.

4. Role Play & Practice (8 minutes)

• Use scenarios (set up by the teacher) with "emotion triggers," e.g., "You want to play with a toy but someone else is playing with it."
• Each student practices naming the emotion they might feel (e.g., frustrated, sad) then practices deep breathing to calm down.
• Encourage peer support and positive affirmations: “You can do it!”

5. Creative Expression & Wrap Up (5 minutes)

• Give students paper and crayons to draw a face expressing an emotion they learned today.
• Ask: “Which emotion did you draw? How do you calm down when you feel that way?”
• Students share their drawings and responses in turn.

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Assessment & Reflection

• Informal assessment through observation during circle time, story discussion, and role play to check for accurate emotion identification and participation in self-regulation.
• Use a simple self-reflection prompt at the end: “Can you tell me one way to calm down if you feel a big feeling?”

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Differentiation

• For students who need more support, provide one-on-one mirror practice or use simplified emotion cards.
• For advanced learners, extend discussion by asking about mixed emotions or how others might feel differently in the same situation.

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Teacher’s Notes

• Emphasize a calm, supportive atmosphere throughout to model self-regulation.
• Be aware that emotional discussions might evoke strong feelings; validate all students’ expressions.
• This lesson builds foundational SEL skills rooted in language arts standards to support student communication and understanding.

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This lesson combines the spirit of Common Core ELA standards with innovative SEL integration, creating a powerful, age-appropriate experience that teaches young students both the language of emotions and simple, calming strategies to manage them. Perfect for a small class setting seeking impactful, interactive learning!