Feelings and Friends

Overview

This 4-minute lesson is designed for a kindergarten class of 17 students to promote social-emotional development. The focus is on recognizing and expressing feelings and building positive peer relationships. The lesson aligns with relevant U.S. standards and incorporates differentiated and inclusive practices suitable for young learners.

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Learning Standards

Social-Emotional Learning Competencies (CASEL Framework)

• Self-Awareness: Recognize and label emotions (Feeling identification)
• Social Awareness: Demonstrate empathy and kindness toward peers

Common Core State Standards (CCSS) Related to Speaking & Listening

• 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 by asking and answering questions about key details.

Head Start Early Learning Outcomes Framework (Approaches to Learning/Social & Emotional Development)

• Children express emotions verbally and non-verbally.
• Children develop positive relationships with peers and adults.

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Learning Targets

• Students will identify and name three different feelings (happy, sad, angry).
• Students will practice expressing feelings through facial expressions and simple phrases.
• Students will demonstrate a kind action toward a peer during the lesson.

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Materials Needed

• Emotion flashcards with simple faces (happy, sad, angry)
• A soft “feelings” ball or puppet to pass around
• Large mirror or handheld mirrors (optional)
• A simple picture story showing a child experiencing feelings and resolving conflict

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Instructional Sequence (4 minutes)

1. Warm-up & Emotion Identification (1:30 minutes)

• Teacher prompts: “Can you show me your happy face? How about your sad face?”
• Use flashcards showing a happy, sad, and angry face and ask, “What is this feeling called?”
• Give each child a quick turn to make a matching face to the flashcard.
• Use positive reinforcement and support for students who may need help naming feelings.

Differentiation:

• Children with speech delays or ELL students can point to the cards rather than verbally respond.
• Use visual cues and gestures to support those with varying communication needs.

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2. Sharing Feelings & Empathy Practice (1:30 minutes)

• Introduce the feelings ball or puppet: “When you have the ball, you can share how you feel.”
• Model: “I feel happy because I am here with friends!”
• Pass the ball to 2-3 volunteers (time permitting), prompting them with, “How do you feel today?” If a child is shy, they may smile or choose a flashcard instead.
• Emphasize listening to friends and saying, “Thank you for sharing.”

Inclusive Practice:

• Allow nonverbal students to show feelings with pictures or gestures.
• Use peer pairings or small group support if a child is hesitant to speak in front of the whole class.

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3. Positive Action Wrap-up (1 minute)

• Share a quick story with simple pictures showing a character having sad feelings and a friend helping.
• Prompt whole class for a “kind action” idea: “What can you do if a friend feels sad?” Suggestions: hug, share toy, say ‘It’s okay.’”
• End with a cheerful group chant: “Feelings help us be friends!” with claps.

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Assessment

• Informal observation of students’ ability to identify and express feelings.
• Note participation during ball sharing or use of emotion cards.
• Use a simple checklist to note who needs extra social-emotional support or language assistance.

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Reflection and Adaptation Tips

• For longer lessons, integrate storybooks or feelings charades to deepen understanding.
• Partner with school counselors for follow-up support with students showing emotional challenges.
• Extend learning with visuals posted in the classroom reminding students of emotion words and kind acts.

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Thank you for fostering a social-emotional safe space for your kindergarteners! This short yet powerful session builds the foundation for lifelong emotional intelligence.