FOUNDATION YEAR
Lesson 1: FEELINGS
Length of lesson 1: 60 mins
Prior knowledge (what should the teacher have already covered)
• For welcoming activity, children will need to know the names of their classmates.
• First lesson - no specific prior knowledge required.
Resources required
• Selection of picture books that show a range of feelings
• IWB
• Basic emotions pictures
Key Concepts
• Being included makes us feel happy.
• Being left out makes us feel sad.
• Everyone wants to feel included.
Learning outcomes
LO1: Students can identify emotions through words, facial expressions and body gestures.
LO2: Students can recognise a feeling or emotion demonstrated by a classmate.
LO3: Students can demonstrate a feeling or emotion without using words.
LO4: Students understand that everyone wants to feel included in day to day activities.
Australian Curriculum Links
HPE Subject Area
ACPPS005: Identify and describe emotional responses people may experience in different situations
General Capabilities by the end of foundation year (level 1)
CODE: PSC: Personal and Social Capability CCT: Critical and Creative Thinking EU: Ethical
Understanding L: Literacy
PSC: Recognise emotions: compare emotional responses with those of their peers
EU: Explore ethical concepts in context: describe familiar situations that involve ethical concepts
EU: Consider consequences: identify links between emotions and behaviours
EU: Examine values: identify values that are important to them
L: Understand learning area vocabulary: use familiar vocabulary contexts related to everyday
experiences, personal interests and topics taught at school and used in other contexts
CCT: Identify and clarify information and ideas: identify and describe familiar information and ideas
during a discussion or investigation
Assessable moments: As students undertake the learning experiences described in the lesson, take
note of a range of assessable moments to provide information about student achievement. Ongoing
assessment will provide evidence of the extent to which students achieve the identified Australian
Curriculum links. Assessable moments are linked to learning outcomes and are identified by the
following identifier:
LO (insert number)
1
Format
Lesson Plan: Suggested sequence of learning experiences
Intro
Introduction to the Everyone, Everyday program
10 mins
Welcoming activity to demonstrate what inclusion is:
• everyone stands in a circle
• the teacher starts the welcoming activity by saying WELCOME (or other greeting)
to a student (student A).
• student A then says WELCOME back to the teacher. The teacher sits down.
• student A then says WELCOME to someone else who is standing – student B.
• student B then says WELCOME back to student A. Student A sits down.
• continue this process until everyone has been welcomed.
Teacher’s notes: Use this activity at the beginning of every lesson to reinforce an
example of everyone being included in an activity. Ask children to choose a different
person each day to welcome so they do not always pick the same people. As the class
becomes familiar with this activity, the time taken to complete it should decrease.
State the learning intention: Today we are going to begin a program called Everyone,
Everyday. We will be learning about what we can do every day to make sure everyone
around us feels included in our daily activities, like playing, being with friends, and
participating in activities at school or after school.
Firstly, we are going to talk about our feelings, and explore how we feel when we are
included, and how we feel when we are left out.
We will begin by reading a book together and will look for the different feelings the
characters show us in the story.
Body
15 mins
Activity 1: Feelings in stories
Teacher’s notes: for this activity, prepare a collection of picture books that show feelings.
Refer to stories that show a range of emotions (eg. happiness, sadness, loneliness, pride,
frightened, surprised, confident, confused etc). You will also need pictures of basic
emotions to refer to.
LO1 Task:
Read through a story and ask children to identify emotions being
expressed. Draw attention to the importance of facial clues and non-verbal gestures. As
you are reading through the story, get children to identify the emotions from the basic
emotions page for this lesson. Emphasise that no feeling is ‘wrong’, and that all feelings we
have are ‘valid’ or ‘important’.
You can google ‘children’s picture books about feelings and emotions’ or ‘inclusion’ to find
a range of books you can use.
Books you may already have in your library:
The Feelings Book – by Todd Parr
Helping kids identify feelings and encouraging them to share their feelings with people they
trust.
Everybody Feels… Angry – by Jane Bingham
2
Helping kids understand the emotion of anger, what happens when we are angry and
some ways to deal with it.
Everybody Feels… Sad – by Jane Bingham
Helping kids understand the emotion of sadness, what happens when we are sad and
some ways to deal with it.
My Many Coloured Days – by Dr Seuss
Helping kids identify emotions as they relate to colours.
I Feel Angry – by Brain Moses
Helping kids identify the emotion of anger
Bossy Bear – by David Horvath
Helping kids understand what being bossy looks like, the consequences and that they
don’t have to be.
Alexander and the Terrible, Horrible, No Good, Very Bad Day – by Judith Viorst
Helping kids understand how they are feeling and that everyone has a bad day.
When I’m Feeling… (Angry, Sad, Lonely, Loved, Happy, Jealous, Scared, Kind)
Series – by Trace Moroney
Helping Kids identify feelings feelings and work through them. Opens up great
conversations. Also includes ‘notes for parents’ at the back of the book.
If you’re angry and you know it – by Cecily Kaiser
When I feel good about myself – by Cornelia Maude Spelman
How do you feel? – by Anthony Browne
Main points to highlights:
• There are many ways we can show how we are feeling.
• Our facial and body expressions show the way we feel without using words.
Activity 2: My first day of school
Class discussion:
• How did you feel on your first day of primary school? (Scared, nervous, excited, alone,
sick)
• What do you think made you feel this way? What were you concerned about?
(Knowing no-one, having no friends, not knowing what to do, not knowing my teacher,
worried about getting lost etc).
• How do you think your classmates were feeling on their first day? Similar feelings.
•
LO2 How can you tell how your classmates are feeling? (by the expressions on
•
their face, by what they say, by the way they are moving, by what they are doing,
whether or not they are joining in to an activity etc)
Why do you think it is important to notice how your classmates are feeling? So we can
take action to make sure everyone is feeling safe and happy.
Main points to highlights:
• There are many ways we can tell how the people around us are feeling.
• It is important to notice how the people around us are feeling so that we can
take action if they are feeling sad.
10 minutes
Activity 3: Role play.
Organise children in a scattered formation sitting together.
Display pictures of emotions on the IWB or on a poster for reference when implementing
the following activity.
LO3 Task: We are now going to participate in an activity where we show how we feel
without using words. For example, “Show me how your face looks when you receive an
3
unexpected wonderful surprise? (Acknowledge response). Show me how you stand when
you win an award because you have done something really hard or really clever?
(Acknowledge response).
Activity: The teacher calls one child to stand at the front of the group and whispers a
feeling to them. The selected student then attempts to show the feeling using facial cues
and body gestures, and classmates guess what the feeling was.
Teacher notes: after each round, reinforce the facial cues and body gestures that showed
the feeling.
15 mins
Activity 4: Feelings of inclusion and exclusion
LO4 Class discussion - finish with these 2 questions:
1. “Show me how you look when you are invited to join in to a game that you would like to
do with your classmates? (smiling, standing tall) Can you describe to me how you feel?
(Expected response: happy, excited, like you have friends, like you are having fun etc)
2. “How do you look when you are not invited to join in to a game that you would like to do
with your classmates?” (Expected response: sad face, tears, slouching body, head in
hands). You have just shown me how you look when you are not included. Can you
describe how you feel? Expected response: sad, lonely, angry, mad, confused, left
out, like nobody likes you etc
Hands up if you think that everyone wants to feel included in the things we do every day.
Main points to highlight:
• Everyone wants to be included in activities we do every day.
• When we are not included, we feel sad and upset, lonely, confused, angry,
like we have no friends, like we have been treated unfairly.
Conclusion
and
reflection
5 mins
LO4 Children sit in a circle and respond to the following questions.
Why is it important that we all feel included in the activities we do every day at school?
Teacher’s
Notes
4
BASIC EMOTIONS
Angry, mad, frustrated
Surprised, excited
Happy, proud
Sad, lonely, upset,
disappointed
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