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When I’m feeling…. scared, happy, worried, loved

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Topic: When I’m feeling…. scared, happy, worried, loved

Learning Outcomes

  • recognise common feelings
  • match feelings to different situations and facial expression
  • create feelings word bank

 

Introduction

Think-pair-share to create a word bank of different feelings.

Introduce idea of different feelings using a feelings loop game.

Development

Get each child to take the feeling they had in the loop game and create their own picture to represent it. At the end, all the new illustrations will be put on a poster together with the feeling written on the back. It can then work as a flip chart to test for the different feelings.

The new illustrations could be used in a PowerPoint and work as a quiz also.

Plenary

At the end, each child presents their piece to their group/ to the class to describe what they created and see if others can match it to the feeling from the loop game.

 

Other Resources for teaching this topic

https://pdst.ie/sites/default/files/feelings%20loop%20games_0.doc

Using pictures as part of a PowerPoint.

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Identity and Individuality (Moral and Spiritual Development) SI

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Topic: Identity and Individuality (Moral and Spiritual Development) SI

Learning Outcomes

  • To explore Identity and Individuality through story “Giraffes Can’t Dance” by Giles Andreae,
  • To discuss the giraffe’s  individual talents as a dancer and talk about pupils’ own individual talents,
  • To discuss the giraffe’s feelings throughout the story (from feeling ashamed/embarrassed/sad at not dancing in the same style as the other animals to feeling proud/joyful/happy with his own dance).

 

Introduction

  • Begin the lesson with Circle Time, asking each child, while holding the Speaking Object, to name one thing that he/she is good at (if they wish to participate),
  • Tell the children we will listen to a story about a giraffe who feels sad because he thinks he cannot dance like the other animals,
  • Listen  the story “Giraffes Can’t Dance” by Giles Andreae (teacher reads book or see animations/story being read aloud .https://www.youtube.com/watch?v=vZjsLK5vwNU )

Development

  • Discuss the story through questioning – how did Gerald feel when his knees buckled?  how did Gerald feel about the Jungle Dance?, how would you feel if you were Gerald?Should the other animals have been laughing at Gerald? Do you think the cricket had good advice for Gerald? Can you remember what he said?
  • “Sometimes when you’re different, you just need a different song”- open up discussion on what this means (individuality) and associate it with children’s own lives (e.g., we all have different shoe sizes for different foot sizes, each of us has individual tastes like favourite colours, favourite TV programme etc.) – we are all different and unique.
  • Relate own discussion to Gerald – Gerald danced beautifully to different music but found the music of the Jungle Dance difficult to dance to.

Plenary

  • Encourage each pupil to choose his/her own favourite part of the story and illustrate it,
  • Discuss why it was your favourite part,
  • Recap on what Individuality means.

 

 

Other Resources for teaching this topic

See animation of story

Integration with Literacy (rhyming words)

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Meditation

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Topic: Meditation

Learning Outcomes

Children will learn about meditation.  They will engage in a meditation. They will discuss how the felt before and after the meditation.

 

 

Introduction

Did anyone every meditate? What is meditation?

Why would you do it?

Teacher: oral brainstorm with children or mind map on the whiteboard.

Development

Thank you for sharing your information and experiences about meditation.  Now, we are all going to participate in a mediation but before we do that please write on a piece of paper how you feel.

Link to one minute meditation:

https://www.youtube.com/watch?v=iTrl2yxO79g

 

 

 

Plenary

How do feel after the meditation, write it on the other side of your piece of paper. Would anyone like to share with us, how they feel now?

Thank you for taking part in the meditation. It takes practice to become more comfortable with meditation. It is a good habit.

 

 

Other Resources for teaching this topic

https://www.youtube.com/watch?v=iTrl2yxO79g

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To recognise different feelings

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Topic: To recognise different feelings

Learning Outcomes

As a result of this lesson, pupils will be enabled to:

Knowledge: Understand that people have can feel a range of different emotions.
Skill: Identify different feelings / emotions from facial expressions and body language and digitally capture them
Attitude: Appreciate that feelings may not always be explicitly expressed i.e.
someone’s words/facial expressions may not always express how they truly feel.

 

Introduction

Show a number of emoticons on the IWB,  ask the chn to TPS what the thing they might be learning about.

Explain that this week we will be learning about feelings.

Mind mapping session with the children. Teacher as scribe, invite the children to list as many emotions and feelings as they can. These will be
written on the IWB.

Development

Explain that we often demonstrate our feelings through facial expressions and body language. Show video https://www.youtube.com/watch?v=dOkyKyVFnSs from Inside Out – Guessing the feelings.

Explain that we are going to play a game of recognising feelings.

Chn pick a card out of the bowl and try to embody the feeling it displays.

They then have to find the other chn in the class who pick out the same card (groups of 3/4)

Repeat 2/3 times.

Teacher goes around and assists chn to capture images of different emotions to play as a slideshow to be used later in the lesson and future development / revision

Plenary

Teacher displays the slideshow on the IWB, chn then either make the facial expression of the emotion or name the emotion seen. Discuss the confusion that some emotions can cause.

Teacher recaps the knowledge, skill and attitude covered in the lesson.

 

Other Resources for teaching this topic

Using photo app, creation of feelings slideshow / game.

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When I’m feeling… scared, happy, worried, loved

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Topic:

When I’m feeling... scared, happy, worried, loved

LT focus: 

  • Feelings are important and everyone has them

  • Feelings are messages that tell us how we are on the inside

Introduction

Tell the class that you will detail a number of different situations and they are to react using their faces only.

For example: Your parents tell you that you’re going to the cinema at the weekend.

You can’t play at the park because it’s raining.

Your ice cream fell on the ground.

Your baby cousin pours their food on their head.

Development

Tell the class that we they were just exploring how feelings we experience on the inside shine through on the outside. Go through a few of the scenarios just presented to the class and get them to discuss what they noticed they did to show the feeling e.g. did they feel their eyebrows move, what shape did their mouth make?

 

Go through the Emotions PowerPoint with the class. Get the children to predict the feeling they feel is being shown and a possible reason for their answer.

 

Discuss with the class how our feelings are important as they give us important messages. Some feelings don’t feel as good as others but they provide us with important information. For example, if I find it hard to keep our eyes open, this tells me I need to take a rest. Get the children to suggest the feelings that don’t feel that nice when we have them. Ask the class if they can think of something they can do to change this feeling or make it better?

 

Tell the class that they will be creating a booklet together about our feelings. Each group of 3/4 will be given a different feeling. They begin by drawing times you might experience the given feeling. On the other side, they provide suggestions of things you can do when they have that feeling.

 

For example: Worried- about a test, a competition, a performance

Possible solution- tell your teacher, ask a friend or parent to practice

When completed, the groups present their work to the class and it is all put together to create a booklet.

Plenary

Class will be divided into groups of 3/4 to create posters about how we can act when we have different feelings.

Other teacher resources for teaching this topic: Emotions Powerpoint: http://www.primaryresources.co.uk/pshe/powerpoint/JN_emotions.ppt

The introduction to the lesson can also be repeated after the discussion about how our face changes using playdough and a face template. The children could then use the playdough to create the different feelings on the face.

The booklet can be shared with other classes.