Nicole Denny PED265 4/18/2016

Emotions are Wild

Grade Level: First Grade

Health Topic: Emotions

Objective: Students will be able to recognize and identify basic emotions.

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to
enhance health

Curriculum Integration: Art & Language Arts

ART.VA.I.1.2
Demonstrate the responsible use of project materials with environmental awareness.

CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Lesson Synopsis/Outline: Introduce the topic of emotions by referencing the movie Inside Out and using
Easter eggs with emotions drawn on them to talk about how different facial aspects help express
emotions. Use a worksheet to test students’ knowledge on basic emotions. Read a story and discuss
emotions that the main character is feeling throughout the story. Create a craft based off of the story that
was read and identify an emotion the character in the book felt and have students relate it to their life.

Introduction:

How Egg-xactly Are You Feeling?

Materials:
 Emotion eggs (six different colored Easter eggs and a black sharpie marker)
Time Needed: 7 minutes
Raise your hand if you have seen the movie Inside Out. What is that movie all about?

Synopsis of Inside Out: Riley is a happy, hockey-loving 11-year-old Midwestern girl, but her world turns
upside-down when she and her parents move to San Francisco. Riley's emotions -- led by Joy -- try to
guide her through this difficult, life-changing event. However, the stress of the move brings Sadness to
the forefront. When Joy and Sadness are inadvertently swept into the far reaches of Riley's mind, the only
emotions left in Headquarters are Anger, Fear and Disgust.

Teacher script:

Q: What do the characters in that movie represent?

A: Emotions or feelings
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Q: Can you name some of those emotions that were in the movie?
A: Anger, fear, joy, disgust, sadness

Q: Can anyone name any other emotions?

A: Excited, surprised, worried

Q: How can you tell what someone is feeling? Could it be the look on their face? Do you think it is just if
their mouth is smileing or frowning? What about their eyes?

Well I brought some friends with me today to help us talk about our emotions.

Have students guess which egg corresponds with which emotion and what might have might have made
each egg feel that way.

Angry- He lost a soccer game

Sad- She had a bad day
Happy- She got to play with a puppy
Disgusted- Something didn’t smell good
Surprised- He opened up a present
Scared- Someone jumped out at him

Mix up different eyes and mouth to show students that it is not just a smiling face or angry eyes that show
how someone is feeling but it is all of their expression.

Extension:
1. Use for kids to show you how they are feeling. Describing how they may feel can be difficult for
children. By having these eggs with emotions in your classroom students can show you how they
are feeling if they are having trouble expressing themselves.
2. Show a short clip from or the movie trailer for Inside Out to show students what the movie is
about and one look at how emotions are involved in everyone’s daily lives. The characters can
also be good examples of what it means to feel each emotion.

Procedure

Just a Trace of Emotions

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Materials:
 Feelings Trace and Match Worksheet
 Pencils

Time Needed: 15 minutes

Instruction: Students will continue to explore and test their knowledge of emotions by tracing the words
of the emotions. Students will then test their ability to match facial expressions to the word it corresponds
with. This activity is just for practice and should be collected upon completion. It will help discover how
well each student understands emotions.
Students will be tracing the letters because this lesson is meant to be taught at the beginning of first grade
and varying levels of abilities may create extra challenges for some students. This practice is meant to
learn what children know about emotions, not test their writing skills. Students will be using writing later
in the lesson and that should provide enough of a challenge for them.

Teacher script: “Okay first grade friends now I want you all to work on this worksheet by yourself. I want
to see how much you know about emotions. Trace each letter to form a word that means an emotion and
then match that word to the face that is showing that emotion. For example, if I trace the word “happy” I
will draw a line from the word to the happy face. Please work quietly and give the worksheet to me when
you are all done.”

Modification:
1. For students who may struggle to hold and grip a pencil provide extra assistance to wrap their
hand around the pencil to help them practice gripping the pencil themselves. Guide their hand to
trace each letter of the word and have them try to draw just the matching line on their own.

Wild Emotions

Materials:
 Giraffes Can’t Dance by: Giles Andreae and Guy Parker-Recs
or
 An online video of book
 Computer
 Projector

Time Needed: 10 minutes

Curriculum Integration:
CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Instruction: Read or listen to Giraffes Can’t Dance pausing at appropriate pages to discuss how Gerald
the main character might be feeling and why he might be feeling that way. This should incorporate many
of the emotions that have been talked about earlier in the lesson.
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Giraffes Can’t Dance

By: Giles Andreae and Guy Parker-Rees

Synopsis of Giraffes Can’t Dance: Gerald the giraffe longs to dance, but his legs are too skinny and his
neck is too long. His knees buckle whenever he tries to twirl. At the Jungle Dance, the warthogs waltz,
the chimps cha-cha, and the lions tango. "Giraffes can't dance," they all jeer when it's Gerald's turn to
prance. But there is one little creature who believes in Gerald. "Everything makes music," the cricket
explains, "if you really want it to." So Gerald starts swaying to his own sweet tune. With light-footed
rhymes and high-stepping illustrations, this tale is gentle inspiration for every child with dreams of
greatness.

Online interactive book reading: https://vimeo.com/33829782

Extension:
1. Have each student or each student that is capable/ needs a more challenging activity write down
an emotion that Gerald might be feeling as the story develops. When the story is over have the
students share each of those emotions and why they thought Gerald was feeling that way.
2. Have the students describe what the other characters in the story might have been feeling. For
example at the end the other animals of the jungle might have been feeling: guilty for making fun
of Gerald or surprised that Gerald could dance so well.

Craft an Emotion

Materials:
 Paper plates
 Orange construction paper
 Black, orange, and grown markers
 Glue
 Scissors
 Yellow and black paint
 Gerald is Feeling… Worksheet
 Nose, ears, and horns templates
Time Needed: 30 minutes

Curriculum Integration:
ART.VA.I.1.2
Demonstrate the responsible use of project materials with environmental awareness.
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Instruction: Students will be creating their own representation of Gerald the giraffe from the story that
was just read. Students will take paper plates and paint one side yellow. They will trace the templates of
the nose, two ears, and two horns on orange construction paper. They will then cut out those traced parts
and use Elmer’s glue to glue them to the appropriate spots on their giraffe. (The teacher may need to
allow time to let these dry). Students will then use black paint to paint an emotion on Gerald’s face. Ask
students to make it an emotion that Gerald might have felt during the book that was read. Not all of the
Giraffes should look the same because they should be expressing different emotions. After everything has
dried students will use orange and brown markers to color spots on their giraffes. Students will then
complete the Gerald is Feeling… Worksheet to correspond with their giraffes emotion. For example if
they painted a happy emotion on their giraffe, their worksheet should say: Gerald is feeling happy. Then
the students will write three things that make them feel that particular emotion, to connect these emotions
to their lives. Students will then glue their worksheets to the back of the giraffes (cut them to fit the back
if possible). Students will turn in their giraffes and will be graded by the rubric on the following pages.

Example:

Extension:
1. Display the student’s artwork or create a bulletin board with explanations of why Gerald is
feeling the way he is using examples from the book.
2. Have students present each of their giraffes and have them explain in their own words how their
giraffe is feeling and why it might be feeling that way. This will force students to think about why
they chose to do that emotion and consider a cause and effect for emotions. By having them talk
about a particular emotion they will be vocalizing and internalizing what that emotion means.
Modification:
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1. For students with fine motor development issues have ears, horns, and nose already cut out for
them. Painting, coloring, and writing will be more than enough of a challenge for them. By taking
handling scissors out of the process students might not be as overwhelmed and are less likely to
become discouraged.
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Rubric
Category and Point Proficient Almost There Developing Points Awarded
Value

Giraffe is The students giraffe The students giraffe The students giraffe
completed(3) is painted, has ears, is missing one is missing two or
nose, and horns characteristic more characteristics /3

Giraffe is showing An emotion is No emotion is No emotion is

an emotion (1) shown by the facial painted painted
expression painted /1
on the giraffe

Emotion is The emotion An emotion is No emotion was

identified(3) expressed on the written but does not written
front of the craft is accurately match the
accurately identified emotion expressed /3
and written on the
back
Things that make Three things that Two things that One thing that makes
you feel this way are make the student make the student feel the student feel the
identified(3) feel the same the same emotion as same emotion as /3
emotion as previously identified previously identified
previously identified are written is written
are clearly written

Total: /10
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Gerald is feeling __________

I feel like this when…
*_________________________
*_________________________
*_________________________
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Bibliography
A Child's Place. (n.d.). Retrieved April 12, 2016, from http://a-childs-
place.blogspot.com/search?updated-max=2012-02-23T13:10:00-05:00

Paper Plate Giraffe. (2012). Retrieved April 12, 2016, from

http://www.iheartcraftythings.com/2012/04/paper-plate-giraffe.html

Scholastic Interactive: "Giraffes Can't Dance" (n.d.). Retrieved April 12, 2016, from
https://vimeo.com/33829782

Tool for teaching emotions in kids - Laughing Kids Learn. (2014). Retrieved April 12, 2016,
from http://laughingkidslearn.com/tool-for-teaching-emotions-in-kids