All People Have Feelings: A Read4Health Lesson Plan

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Content Area(s):  
Grade Level(s):  
Grade Level Expectations:  
Comprehensive Health and Physical Education › First Grade › Demonstrate how to express emotions in healthy ways
Reading, Writing, and Communicating › First Grade › Verbal and nonverbal language is used to express and receive information
Lesson Plan Details
1-2 class periods
Essential Question: 

When is it difficult to control your emotions?

What are some different ways a person may express emotions?

How does your environment affect the way you act?

Learning Objectives/Student Outcomes: 

Students will understand:

  • that appropriate expression of emotions with others will improve communication, allow for problem-solving in a healthy way and will develop lifelong skills.
  • that different cultures and values help determine decision and decision making and help to shape beliefs and actions.

Students will know:

  • various expressions of emotions.
  • the relationship between cause and effect.

Students will be able to:

  • determine underlying factors of varying emotions and will manage and express emotions in a healthy manner.
  • ask and answer questions about text read aloud. 
Key Topics: 





Read4Health book "A Little Book About Feelings" by Abbie Schiller

Prior to instruction, the teacher needs to gather or arrange for the students to bring in old newspapers or magazines.

The teacher will obtain a large piece of butcher paper, large enough to accommodate several pictures from each student in the class that will be cut out from the magazines.

The teacher will make available markers, glue sticks and scissors for students to use.

The teacher will prepare a time and/or place for the students to share and display their work.

Learning Experiences and Activities: 

In this lesson, the teacher will read the selection "A Little Book About Feelings" by Abbie Schiller and will engage the students a discussion about feelings.  Some suggested guiding questions may include:

  • What are feelings?
  • What are some feelings you know or have?
  • Does everyone have feelings?
  • Does everyone have the same feelings? Does everyone express them the same way?
  • How did you feel about meeting your new teacher this year?
  • How did you feel about already knowing some of the children in your class?
  • How did you feel coming to a new place for school?
  • How did you feel coming to a familiar place?

List all the feelings discussed on a large sheet of poster board or chart paper, leaving adequate space between the words for the "Class Collage" component of this activity.

Lead a discussion to help children gain an understanding of how their words and actions can promote certain feelings and/or actions. While all feelings are acceptable, help children understand that some actions are not acceptable. For example, name-calling, hitting, biting may be a result of feeling angry or hurt, but these actions do not help lead to a resolution of the original problem. Use some of the below questions to prompt discussion.

  • How do you feel when someone shares his or her toy with you? What might you do?
  • How do you feel when someone will not share his or her toy with you? What might you do?
  • How do you feel when someone says that he or she likes the block tower you just built? What might you do?
  • How do you feel if someone knocks down the block tower you just built? What might you do?
  • How do you feel if someone calls you a name? What might you do?

 Ask children to identify the feelings on their list that result from different behaviors and actions (such as being kind to one another, inviting or excluding someone from play, etc). Circle those particular words using a brightly colored marker or crayon.

Ask children to think about or demonstrate the facial and body expressions they might have while experiencing each of the circled feelings.

"Class Collage" Component

1. Explain to the children that they will work together to create a "Class Collage" that depicts the various feelings on the list they created during the group discussion component of this lesson. Explain that they will hang the collage in a prominent place in the room so it can be used as a reminder throughout the year to continue reflection about how their behaviors towards one another can trigger various feelings.

2. To create the collage, separate the children into several small groups and distribute magazines or newspapers containing pictures of diverse people showing a wide range of emotions.

3. One word at a time, point to each feeling on the list; as you read the word, have children search through their magazines and cut out (or tear) pictures of people showing that emotion.

4. One by one, have the children paste their pictures next to the word of the corresponding feeling on the group list.

5.  When all of the pictures have been placed on the collage, display it in the classroom to be used with future activities and ongoing instruction.

6. Discuss how to express feelings in a healthy way. Practice how to express how you feel with another student in a variety of situations. For example, how would you express that you are angery with someone in a healthy way? Use verbal and non-verbal communication skills that are aligned. 


The success of this activity rests on the children's ability to understand, discuss, and depict various feelings. Assess their ability and effort by observing their:

  • participation in group discussions,
  • contribution to the class collage, and
  • use of facial and body movements to express emotions.

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Colorado 21st Century Skills
Critical Thinking and Reasoning: 
A. Identify and define authentic problems and significant questions for investigation
D. Use multiple processes and diverse perspectives to explore alternative solutions
D. Contribute to project teams to produce original works or solve problems
Postsecondary and Workforce Readiness
A. Work effectively with others
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