Emotion Charades Warm Up

Instructions:

1. The teacher will write several emotions on separate slips of paper (e.g., happy, sad, angry, surprised, confused, excited, shy, proud).
2. Students will take turns picking a slip of paper and acting out the emotion without speaking.
3. The rest of the class will guess the emotion being acted out.
4. After each guess, briefly discuss: "What clues did you use to identify the emotion?" or "How does your body feel when you experience this emotion?"

Teacher Script: Feelings & Faces

Introduction & Warm-Up (10 minutes)

(Teacher says): "Good morning, everyone! Today, we're going on an exciting journey to become emotion detectives! We're going to explore those powerful feelings inside us and learn how to recognize them in ourselves and in others. Why do you think it's important to understand our emotions? (Pause for student responses). Exactly! It helps us understand ourselves, our friends, and how to best react to situations. To get started, let's play a fun game: Emotion Charades Warm Up!"

(Teacher says): "Great job, everyone! You were fantastic emotion actors and guessers. What clues did you use to figure out the emotions your classmates were acting out? (Allow a few students to share). Yes, things like facial expressions, how their body was moving, or even sounds they made. Today, we're going to dive deeper into these clues."

Exploring Emotions with the Slide Deck (15 minutes)

(Teacher says): "Now, let's look at our Feelings & Faces Slide Deck. We'll go through some common emotions and talk about how they look and feel."

Slide 1: Welcome! Let's Explore Emotions!

(Teacher says): "As you can see on our first slide, today we're going to learn how to identify different feelings, understand what our faces and bodies tell us, and see why emotions matter. Are you ready to become emotion experts?"

Slide 2: What Are Emotions?

(Teacher says): "So, what are emotions? Take a moment to think. (Pause). Emotions are those powerful feelings inside us that tell us how we are doing. They can be big or small, happy or sad, calm or excited. Think of them like secret messages from our bodies and minds, giving us clues about what's happening. Can anyone share an emotion they've felt recently?"

Slide 3: Feeling Happy!

(Teacher says): "Let's start with a wonderful one: Happy! Look at the slide. What does happy look like? (Point to a student for response). A big smile, bright eyes, maybe a little bounce in your step! Now, close your eyes for a second and think about what happy feels like inside your body. (Pause). It might feel light and bubbly, warm and fuzzy, like you could giggle all day! Can everyone show me their happiest face?"

Slide 4: Feeling Sad...

(Teacher says): "Sometimes, we feel sad. It's a completely normal human emotion. What do you see on the slide that shows sadness? (Point to a student for response). A frown, tears, maybe slumped shoulders. How does sadness feel in your body? (Pause). It might feel heavy, slow, or like a knot in your stomach. It's okay to feel sad, and it's important to know that these feelings pass. What helps you when you're feeling sad?"

Slide 5: Feeling Angry!

(Teacher says): "Another strong emotion is anger. Look at the picture. What does an angry face or body look like? (Point to a student for response). Furrowed brows, tight lips, maybe clenched fists. When you feel angry, how does it feel in your body? (Pause). Perhaps hot and tense, or like a rumble in your tummy. Anger is a normal feeling, but it's important to learn healthy ways to deal with it so we don't hurt ourselves or others. What are some healthy ways to deal with anger?"

Slide 6: Feeling Surprised!

(Teacher says): "Now, for something unexpected! Surprise! What does a surprised face look like? (Point to a student for response). Wide eyes, an open mouth – a gasp! It feels like a sudden jolt, doesn't it? Your heart might beat a little faster. Can you remember a time you were really surprised? What happened?"

Slide 7: Feeling Scared!

(Teacher says): "Next up, scared. What are the signs of fear on this slide? (Point to a student for response). Wide eyes, looking around quickly, a tense body, maybe wanting to hide. How does feeling scared feel in your body? (Pause). A fluttery feeling, cold hands, or a strong urge to run. It's our body's way of telling us there might be danger, but sometimes we feel scared even when we are safe. What helps you feel safe when you are scared?"

Slide 8: Feeling Confused?

(Teacher says): "Have you ever felt confused? What does confusion look like? (Point to a student for response). A tilted head, furrowed brows, a puzzled look. It feels like your brain is trying to solve a puzzle, doesn't it? Like you're trying to figure something out. What makes you feel confused?"

Slide 9: Be an Emotion Detective!

(Teacher says): "Excellent! So, how do we become amazing emotion detectives? We look for clues! We can identify emotions by looking at faces, body language, the words people say, and even their tone of voice. The more we practice observing these clues, in ourselves and in others, the better we become at understanding emotions. What's one clue you'll try to notice today?"

Slide 10: Why is this important?

(Teacher says): "Before we move on, let's quickly remember why this is all so important. Understanding emotions helps us understand ourselves better, understand our friends and family, know how to help others when they need it, and make good choices about our feelings. It's a superpower for building great relationships and being a kind person!"

Reading & Discussion (10 minutes)

(Teacher says): "Now that we've explored some emotions, let's read about being an emotion detective in action. I'm going to hand out the Emotion Detective Reading. You can read it quietly to yourselves, or we can read it together as a class. Afterwards, we'll have a discussion using the prompts from our Emotion Identification Discussion guide."

(Teacher says, after reading): "Thank you for that thoughtful reading. Let's use our Emotion Identification Discussion prompts to talk about what we just read and how it connects to our own experiences."

Activity: My Emotion Story (15 minutes)

(Teacher says): "You've been amazing emotion detectives today! Now, it's your turn to create your own emotion story. I'm giving each of you a My Emotion Story Worksheet. On this worksheet, I want you to draw and write about a time you felt a specific emotion. It could be any emotion we discussed today, or even a different one! Think about: What happened? How did your face and body feel? What did you do? Be creative! I'll be walking around to help if you need ideas or have questions. If you finish early, you can start working on the Emotion Art Activity."

(Teacher says, after activity): "Wonderful work, everyone! Would anyone like to share their emotion story with the class? (Encourage a few volunteers to share).

Cool Down & Wrap-Up (10 minutes)

(Teacher says): "It's almost time to wrap up our emotion detective training for today. Let's do a quick Emotion Check-Out Cool Down to see what you've learned and how you're feeling. Remember, understanding your emotions and the emotions of others is a skill you'll use every single day. Keep practicing your emotion detective skills!"

(Teacher says): "As a follow-up, you might consider working on the My Emotion Project Guide and you can use the Emotion Project Rubric to see how you'll be graded. To help you continue thinking about your feelings, I'm also giving each of you an Emotion Check-In Journal. You can use it to write or draw about your emotions whenever you like."

(Teacher says): "Any final questions about emotions before we finish up today? Thank you all for being such engaged and thoughtful learners!"

The Emotion Detectives

Detective Maya loved solving mysteries. But her favorite mysteries weren't about missing jewels or sneaky villains. Maya was an Emotion Detective! She loved figuring out what people were feeling, even when they didn't say a word.

One sunny morning, Maya saw her friend Leo sitting alone on a bench. Leo usually had a huge smile and a laugh that could fill the whole playground. Today, his shoulders were slumped, and his eyes were looking down at his shoes. His mouth was a straight line, almost like he was trying to hold something in.

"Hmm," thought Maya. "No smile, slumped body, looking down... these are clues!" She remembered learning about different emotions. This wasn't excited, or surprised, or even angry. This looked like... sadness.

Maya walked over quietly. "Hey, Leo," she said softly. "Is everything okay? You seem a little quiet today."

Leo looked up, his eyes a little watery. "My favorite book fell in a puddle on the way to school," he mumbled. His voice was soft, not his usual loud, happy tone. More clues!

"Oh, Leo, I'm so sorry!" Maya said, her voice full of understanding. She sat beside him. She knew that sometimes when people were sad, they just needed a friend to listen. She didn't try to make him instantly happy. Instead, she just sat with him, letting him know she was there. After a few minutes, Leo started talking more about the book, and Maya listened patiently.

Later that day, Maya saw another friend, Chloe. Chloe was usually very calm. But today, her eyebrows were squished together, her lips were pressed into a thin line, and her hands were clasped tightly. When another student accidentally bumped into her, Chloe let out a sharp sigh and turned away quickly.

"More clues!" Maya thought. "Squished eyebrows, tight lips, quick turns... that looks like anger!" Maya knew that anger could make people say or do things they didn't really mean. She decided to approach Chloe carefully.

"Chloe, are you alright?" Maya asked, keeping her voice even and calm. "You seem a little... fired up."

Chloe took a deep breath. "Yeah," she said, her voice a bit shaky. "I studied really hard for a test, and I still didn't do as well as I hoped." She unfolded her hands, but her shoulders were still stiff.

Maya nodded. "It's really frustrating when that happens," she said, showing she understood. "It's okay to feel angry about it. Maybe we could look at the test together later and see if there were any tricky parts?" Chloe gave a small nod, and the tightness in her shoulders began to relax.

Maya knew that being an Emotion Detective wasn't just about guessing feelings. It was about using those clues to understand what others might need – a listening ear, some quiet company, or even just a calm presence. And that, she thought, was the best mystery of all.

Emotion Identification Discussion

Use the following prompts to guide a discussion after reading "The Emotion Detectives."

1. What clues did Maya use to figure out Leo was sad? How did his face and body change?
   
   
   
   
   
   
2. How did Maya know Chloe was angry? What did her face, body, and voice tell her?
   
   
   
   
   
   
3. Why do you think Maya didn't just tell Leo or Chloe to "cheer up" or "calm down"? What did she do instead?
   
   
   
   
   
   
4. Can you think of a time when you were an "emotion detective" and noticed how someone else was feeling, even if they didn't say it? What clues did you see?
   
   
   
   
   
   
5. Why is it helpful to understand what others are feeling? How does it make you a better friend or classmate?
   
   
   
   
   
   
6. Which emotion do you find easiest to identify in others, and which is the most challenging? Why?
   
   
   
   
   
   

My Emotion Story

Think about a time you felt a strong emotion. It could be happiness, sadness, anger, surprise, fear, or confusion – or any other feeling!

Part 1: Draw Your Emotion

In the box below, draw a picture of yourself experiencing that emotion. Try to show what your face looked like and what your body was doing.

Part 2: Write About Your Emotion

Now, write a short story or description about that time. Answer these questions in your writing:

1. What emotion did you feel?
   
   
   
2. What happened that made you feel that way?
   
   
   
   
   
   
3. How did your face and body show this emotion? (e.g., "My eyebrows furrowed," "My shoulders slumped," "I had a big grin.")
   
   
   
   
   
   
4. What did you do or say when you felt this emotion?
   
   
   
   
   
   
5. What did you learn from experiencing that emotion?
   
   
   
   
   
   

Emotion Art Activity: Colors of My Feelings

Objective: To express and identify emotions through color and abstract art.

Materials: Drawing paper, crayons, colored pencils, markers (various colors).

Instructions:

1. Choose an Emotion: Think about an emotion you feel often, or one you feel right now. It could be happy, sad, excited, calm, worried, etc. Don't tell anyone what emotion you've chosen yet!

2. Pick Your Colors: On your paper, choose colors that you think represent your chosen emotion. For example, if you feel happy, what colors come to mind? If you feel calm, what colors would you use? There are no right or wrong answers!

3. Create Your Art: Using only your chosen colors, create an abstract drawing or painting on your paper. This isn't about drawing a specific object or person, but about letting the colors and shapes show how that emotion feels. You might use swirls, sharp lines, soft blobs, or repeating patterns.

   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   

4. Share (Optional): When you're done, you can choose to share your emotion art with a partner or the class. Can your classmates guess the emotion you were trying to express just by looking at your colors and shapes? Explain your choices: "I used blue because it feels calm, and soft swirls because that's how I feel when I'm relaxed."

Reflection Questions (for personal thought or discussion):

• Did you find it easy or hard to pick colors for your emotion? Why?
• How did it feel to express your emotion without using words or drawing faces?
• Do you think different emotions have different 'colors' for you?

Emotion Bingo!

Objective: To reinforce the recognition of various emotions through facial expressions, body language, and scenarios.

Materials:

• Emotion Bingo cards (print one per student, or display digitally).
• Markers or small objects to cover squares (if physical cards).
• List of emotion scenarios and descriptions (provided below).

Instructions:

1. Distribute Cards: Give each student an Emotion Bingo Card (or explain the digital version).

2. Explain the Game:

   • The teacher will read a scenario or description of an emotion.
   • Students will listen and try to identify the emotion being described.
   • If they have that emotion on their Bingo card, they will cover or mark the square.
   • The first student to get three (or five) squares in a row (horizontally, vertically, or diagonally) shouts "BINGO!"
   • The student must then identify the emotions they covered to win.

Emotion Scenarios/Descriptions:

• Scenario 1: Your friend just surprised you with your favorite snack! (Emotion: Surprise/Happy)
• Scenario 2: You lost your favorite toy and can't find it anywhere. (Emotion: Sad)
• Scenario 3: Someone unfairly blamed you for something you didn't do. (Emotion: Angry/Frustrated)
• Scenario 4: You're about to give a presentation in front of the whole class. Your heart is pounding! (Emotion: Nervous/Scared)
• Scenario 5: You just finished a really hard puzzle all by yourself! (Emotion: Proud/Happy)
• Scenario 6: You're listening to a quiet story, feeling warm and cozy. (Emotion: Calm/Content)
• Scenario 7: You woke up late and missed the school bus. (Emotion: Worried/Frustrated)
• Scenario 8: Your teacher just asked a question, and you have no idea what the answer is. (Emotion: Confused)
• Scenario 9: You see a tiny spider crawling up your arm! (Emotion: Scared/Surprised)
• Scenario 10: You're watching your favorite comedy show and laughing really loudly. (Emotion: Joyful/Happy)
• Scenario 11: Someone took your pencil without asking. (Emotion: Annoyed/Angry)
• Scenario 12: You get to stay up late to watch a special movie! (Emotion: Excited)
• Scenario 13: You accidentally spilled juice all over your homework. (Emotion: Frustrated/Sad)
• Scenario 14: Your classmate is talking very loudly when you are trying to read. (Emotion: Annoyed)
• Scenario 15: You are waiting for your turn on the swing set, but someone keeps cutting in front of you. (Emotion: Impatient/Angry)

Emotion Bingo Card

Note: The teacher can also ask students to show the emotion on their face/body when it's called out for an added visual element.

Emotion Bingo Card

Instructions: As your teacher reads a scenario, identify the emotion. If you have that emotion on your card, mark it! Get three in a row (across, down, or diagonally) and shout "BINGO!"

My Daily Emotion Check-In

This journal is a place for you to notice and write about your feelings. There are no right or wrong emotions! Just practice observing how you feel.

Date:

1. How am I feeling right now? (Circle all that apply, or write your own!)

• Happy
• Sad
• Angry
• Surprised
• Scared
• Confused
• Excited
• Calm
• Proud
• Worried
• Frustrated
• Tired
• Energetic
• (Write your own: )
  
  
  

2. Draw or describe the emotion in my face and body:

3. What happened today that might have made me feel this way?

4. What is one thing I can do (or did) to help myself with this feeling? (If it was a challenging emotion) or What did I do to enjoy this feeling? (If it was a positive emotion)

5. Today, I am grateful for:

Answer Key: Emotion Identification Quiz & Test

Emotion Identification Quiz Answer Key

1. Which emotion is usually shown with a big smile and bright eyes?

   • Correct Answer: Happy
   • Reasoning: A big smile and bright eyes are classic universal indicators of happiness.

2. If someone's shoulders are slumped and they are looking down, what emotion might they be feeling?

   • Correct Answer: Sad
   • Reasoning: Slumped shoulders and a downward gaze are common body language cues associated with sadness or dejection.

3. Describe two physical signs (what you see on the face or body) that someone might be feeling angry.

   • Correct Answer: Furrowed brows, tight lips, clenched fists, stiff body, red face (any two valid signs).
   • Reasoning: These are common physiological and behavioral responses to anger.

4. When you feel a sudden 'jolt' and your eyes go wide, you are likely feeling:

   • Correct Answer: Surprised
   • Reasoning: The feeling of a sudden 'jolt' and wide eyes are characteristic reactions to surprise or shock.

5. Imagine you are feeling confused. What might your face look like?

   • Correct Answer: Tilted head, furrowed brows, puzzled expression, looking lost (any valid description).
   • Reasoning: These facial and head cues indicate a state of mental uncertainty or confusion.

Emotion Identification Test Answer Key

1. Which of these is NOT usually a sign of happiness?

   • Correct Answer: A frown
   • Reasoning: A frown is associated with negative emotions like sadness or anger, not happiness.

2. If someone is sitting quietly with a straight mouth and watery eyes, they might be feeling:

   • Correct Answer: Sad
   • Reasoning: A quiet demeanor, straight mouth (lack of smile), and watery eyes are strong indicators of sadness.

3. Name three different emotions and describe one way each emotion might make your body feel.

   • Correct Answer: Example: Happy - light and bubbly. Sad - heavy and slow. Angry - hot and tense. (Answers will vary but should include three distinct emotions and a physical sensation for each.)
   • Reasoning: This question assesses understanding of the internal, physical experience of emotions.

4. What does it mean to have 'furrowed brows'?

   • Correct Answer: Your eyebrows are pushed together, making wrinkles
   • Reasoning: 'Furrowed brows' specifically refers to the wrinkling of the forehead caused by drawing the eyebrows together, often indicating concentration, worry, or anger.

5. Imagine your friend suddenly gasps and their eyes go wide. What emotion are they likely feeling? Explain why.

   • Correct Answer: Surprised. Because gasping and wide eyes are common reactions to something unexpected or sudden.
   • Reasoning: This tests the ability to connect visible cues (gasp, wide eyes) to the emotion of surprise and explain the rationale.

6. Which emotion might cause someone to cross their arms and look away quickly?

   • Correct Answer: Annoyed
   • Reasoning: Crossing arms and looking away are often non-verbal cues indicating annoyance, defensiveness, or discomfort.

7. Why is it important to be able to identify emotions in others? Give at least two reasons.

   • Correct Answer: Example: It helps us understand how they feel, so we can be kind or offer help. It helps us avoid misunderstanding them. It helps us know how to react in a situation. (Any two valid reasons.)
   • Reasoning: This question assesses the social and empathy-related importance of emotion identification.

8. When you are trying to understand a difficult problem and your head is tilted, you are likely feeling:

   • Correct Answer: Confused
   • Reasoning: A tilted head often accompanies a puzzled or questioning expression, indicative of confusion.

9. Describe a time you felt proud. What happened, and how did your face and body show your pride?

   • Correct Answer: Answers will vary but should describe a situation leading to pride and physical/facial expressions of pride (e.g., chest out, smile, head held high).
   • Reasoning: This is an open-response question to assess personal connection and descriptive ability regarding a positive emotion.

10. On a scale of 1 to 5, how confident do you feel in identifying different emotions in yourself and others? (1 = Not confident at all, 5 = Very confident)

    • Correct Answer: N/A (Likert scale is for self-assessment, no single correct answer for this type)
    • Reasoning: This is a self-reflection question to gauge student confidence and provide the teacher with insight into individual learning.

My Emotion Project: Express Yourself!

Objective: To explore an emotion in depth and express it creatively.

Due Date: [Teacher will provide due date]

Introduction: We've been learning to be emotion detectives, identifying feelings in ourselves and others. Now it's your turn to become an emotion artist! For this project, you will choose one emotion and create a project that helps others understand what that emotion looks, sounds, or feels like.

Project Options (Choose ONE):

Option 1: Emotion Storybook

• Task: Write and illustrate a short story (3-5 pages) about a character who experiences your chosen emotion. Show how the character's face and body change, what they do, and how they handle the emotion. Include a beginning, middle, and end.
• What to include:
  • A main character and a clear plot.
  • Descriptions of the chosen emotion through words, actions, facial expressions, and body language.
  • Illustrations for each page.

Option 2: Emotion Mask/Puppet

• Task: Create a mask or a puppet that clearly represents your chosen emotion. You can use any materials you like (paper plates, cardboard, fabric, craft supplies, etc.). You will then write a short script (1-2 minutes) for your mask/puppet to explain what it feels like to be that emotion and share a short story about when it felt that way.
• What to include:
  • A mask or puppet that visually shows the chosen emotion.
  • A short script to present with your mask/puppet.
  • Explanation of your design choices (colors, shapes, expressions).

Option 3: Emotion Song/Poem

• Task: Write and perform a song or a poem (at least 3 stanzas for a poem, or 2 verses and a chorus for a song) about your chosen emotion. Use descriptive language to explain how the emotion looks, feels, and might make someone act. You can choose to perform it live or record it.
• What to include:
  • Lyrics for a song or lines for a poem.
  • Creative language (similes, metaphors, imagery) to describe the emotion.
  • A performance (live or recorded).

Option 4: Emotion "How-To" Guide

• Task: Create a mini "how-to" guide (poster, pamphlet, or digital presentation) for identifying and managing your chosen emotion. This guide should teach others how to recognize the emotion in themselves and others, and offer healthy strategies for dealing with it.
• What to include:
  • Clear title and attractive design.
  • Visual examples of facial expressions and body language for the emotion.
  • Descriptions of how the emotion feels.
  • At least 3 healthy coping strategies or ways to express the emotion constructively.

Presentation: You will present your project to the class on the due date. Be prepared to explain your choices and answer questions about your chosen emotion.

Remember to use the Emotion Project Rubric to ensure you meet all expectations!

Emotion Project Rubric

Student Name: _________________________
Project Option: ________________________
Chosen Emotion: ______________________

Emotion Check-Out

Take a few moments to reflect on today's lesson about emotions.

1. One new thing I learned about emotions today is...
   
   
   

2. One emotion I feel more confident identifying now is...
   
   
   

3. On a scale of 1 to 5, how well do you feel you can identify emotions in others?

   • 1 - Not well at all
   • 2 - A little bit
   • 3 - Pretty good
   • 4 - Very good
   • 5 - Excellent!

   (Circle your answer)
   
   
   

4. How are you feeling right now, as our lesson finishes? (You can draw a small face or write a word)