Feeling Faces
American School Counselor Association National Standard (ASCA):
Personal/Social Development:
A. Students will acquire the knowledge, attitude, and interpersonal skills to help them
understand and respect self and others.
Materials
Puppet, 4 Basic Feeling Faces, Student Activity Card Strips, Feelings poem
Lesson Assessment:
Students will complete the basics feelings activity sheet
Essential Questions:
How can you tell what others are feeling?
Engagement (Hook):
“Today our friend Emo (short for emotions) is going to help us learn a
poem about feelings. Listen to Emo and repeat each line after he says it.” The second time the
children say the poem, put up the feeling cards as the children talk about that feeling in the
poem. Say the poem with the children one more time, pointing to the feeling card as the feeling
is discussed.
Instructor Procedures:
1. Counselor says, “Emo is going to pick a friend to come up here. That friend must be sitting ‘criss-cross applesauce, spoons in the bowl’ to be chosen.” Emo whispers the name of one of the children to the
counselor. Counselor says, “Emo picked ____________(say name of child) for sitting so nicely.”
2. Counselor says to chosen child, “You are going to reach into this bag and pick out one of these pieces of paper. On the paper is something that might happen to you.”
3. Counselor says, “Give the paper to me. Emo and I will whisper what it says to you. Keep it a secret and don’t tell!“
4. Counselor says, “Now __________ will act out the feeling he/she would have if the thing that was written on the paper really happened. Watch his/her face and decide which of these feelings you see.”
5. Counselor says, “What was he/ she feeling?
Was he/she feeling (hold up 1 finger) mad?
Was he/she feeling (hold up 2 fingers) sad?
Was he/she feeling (hold up 3 fingers)
happy? Was he/she feeling (hold up 4
fingers) afraid?”
6. Counselor says, “__________, act out your feeling again. Class, which feeling was it?”
7. Counselor says, “Yes, the feeling was ___________. The piece of paper said: -------------------. That would make most of us feel _________. How could you tell he/she was feeling ____________? “ Counselor calls on several different children.
8. “Emo wants to know how her/his face told you the feeling he/she was acting out? What clue did you get?” Counselor calls on several children.
9. Counselor says, “____________ will pick another friend to come and act out the next feeling. That friend must be sitting ‘crisscross applesauce, spoons in the bowl’ to be chosen!”
10. Procedure is repeated with all the scenarios on Student Activity Cards (or any you would like to add). Emphasis should be placed on how the face gives away how people feel.
11. End by having the children say the poem again.
Lesson taken from: http://dese.mo.gov/ccr/cemodelcurriculum/documents/guidelsn/PS2-GrK-Unit1-Lesson4.pdf
Personal/Social Development:
A. Students will acquire the knowledge, attitude, and interpersonal skills to help them
understand and respect self and others.
Materials
Puppet, 4 Basic Feeling Faces, Student Activity Card Strips, Feelings poem
Lesson Assessment:
Students will complete the basics feelings activity sheet
Essential Questions:
How can you tell what others are feeling?
Engagement (Hook):
“Today our friend Emo (short for emotions) is going to help us learn a
poem about feelings. Listen to Emo and repeat each line after he says it.” The second time the
children say the poem, put up the feeling cards as the children talk about that feeling in the
poem. Say the poem with the children one more time, pointing to the feeling card as the feeling
is discussed.
Instructor Procedures:
1. Counselor says, “Emo is going to pick a friend to come up here. That friend must be sitting ‘criss-cross applesauce, spoons in the bowl’ to be chosen.” Emo whispers the name of one of the children to the
counselor. Counselor says, “Emo picked ____________(say name of child) for sitting so nicely.”
2. Counselor says to chosen child, “You are going to reach into this bag and pick out one of these pieces of paper. On the paper is something that might happen to you.”
3. Counselor says, “Give the paper to me. Emo and I will whisper what it says to you. Keep it a secret and don’t tell!“
4. Counselor says, “Now __________ will act out the feeling he/she would have if the thing that was written on the paper really happened. Watch his/her face and decide which of these feelings you see.”
5. Counselor says, “What was he/ she feeling?
Was he/she feeling (hold up 1 finger) mad?
Was he/she feeling (hold up 2 fingers) sad?
Was he/she feeling (hold up 3 fingers)
happy? Was he/she feeling (hold up 4
fingers) afraid?”
6. Counselor says, “__________, act out your feeling again. Class, which feeling was it?”
7. Counselor says, “Yes, the feeling was ___________. The piece of paper said: -------------------. That would make most of us feel _________. How could you tell he/she was feeling ____________? “ Counselor calls on several different children.
8. “Emo wants to know how her/his face told you the feeling he/she was acting out? What clue did you get?” Counselor calls on several children.
9. Counselor says, “____________ will pick another friend to come and act out the next feeling. That friend must be sitting ‘crisscross applesauce, spoons in the bowl’ to be chosen!”
10. Procedure is repeated with all the scenarios on Student Activity Cards (or any you would like to add). Emphasis should be placed on how the face gives away how people feel.
11. End by having the children say the poem again.
Lesson taken from: http://dese.mo.gov/ccr/cemodelcurriculum/documents/guidelsn/PS2-GrK-Unit1-Lesson4.pdf