• lenny-learning-logoLenny Learning
  • Home
    Home
    • Lessons
    Lessons
  • Curriculum
    Curriculum
  • Surveys
    Surveys
  • Videos
    Videos
  • Support
    Support
  • Log In
lenny

My Feelings, My Friends

Mariah

Tier 1
For Schools

Lesson Plan

My Feelings, My Friends Lesson Plan

Students will be able to identify at least three basic emotions (happy, sad, mad) in themselves and others, and practice one way to express them appropriately.

Understanding and managing emotions is crucial for building positive relationships and navigating social situations. This lesson helps young students develop emotional intelligence and empathy.

Audience

1st Grade

Time

30 minutes

Approach

Interactive discussion, hands-on activity, and a reflective worksheet.

Materials

Whiteboard or chart paper, Markers, Feeling Faces Match-Up Activity cards, and My Feelings Worksheet

Prep

Prepare Activity Cards and Worksheet

15 minutes

  • Review all generated materials including the My Feelings, My Friends Lesson Plan, the Feeling Faces Match-Up Activity, and the My Feelings Worksheet as needed.
  • Print and cut out the cards for the Feeling Faces Match-Up Activity. You will need one set of feeling faces and one set of scenario cards per small group (or individual student, depending on group size and number of cards).
  • Print one copy of the My Feelings Worksheet for each student.

Step 1

Warm-Up: What are Feelings?

5 minutes

  • Gather students in a circle or at their desks.
  • Ask: "Who can tell me what a 'feeling' is? What does it mean to feel something?" (Allow for various responses).
  • Explain that feelings are what we experience inside when things happen to us or around us. Give simple examples like feeling happy when you get a treat, or sad when you miss someone.

Step 2

Introducing Basic Emotions

5 minutes

  • Introduce three basic emotions: Happy, Sad, and Mad.
  • For each emotion, display a simple drawing or emoji of the face. Ask students to show you a 'happy face,' a 'sad face,' and a 'mad face.'
  • Discuss what each emotion might feel like in their bodies (e.g., happy might feel light, mad might feel tight).
  • Briefly discuss appropriate ways to express these feelings (e.g., happy-smiling, laughing; sad-talking to an adult, crying; mad-taking deep breaths, counting to ten).

Step 3

Feeling Faces Match-Up Activity

10 minutes

  • Explain the Feeling Faces Match-Up Activity to students.
  • Divide students into small groups (2-4 students per group) or have them work individually.
  • Distribute the shuffled feeling faces and scenario cards to each group/student.
  • Instruct them to read each scenario card and match it to the feeling face that best describes how someone in that scenario might feel.
  • Circulate and assist students, prompting them to explain their choices: "Why do you think the child in this story feels ___?"

Step 4

My Feelings Worksheet

5 minutes

  • Distribute the My Feelings Worksheet.
  • Instruct students to draw a face for each feeling (happy, sad, mad) and write one way they can express that feeling appropriately.
  • Circulate and provide support as needed.

Step 5

Wrap-Up: Sharing and Empathy

5 minutes

  • Bring the class back together.
  • Ask a few students to share their drawings and ways they express feelings from their worksheet.
  • Discuss: "Why is it important to understand our own feelings?" and "Why is it important to know how our friends are feeling?" (Emphasize that everyone has feelings and we can be kind and understanding of each other's emotions).
lenny

Activity

Feeling Faces Match-Up Activity

Instructions: Read each scenario card below. Think about how the person in the story might feel. Then, match the scenario card to the correct feeling face (Happy, Sad, or Mad).

Feeling Faces (Cut out these faces)

Happy Face

😊

Sad Face

😢

Mad Face

😡

Scenario Cards (Cut out these cards)

Scenario 1

You just scored a goal in soccer!



Scenario 2

Your favorite toy broke.



Scenario 3

Someone took your turn on the swing.



Scenario 4

You got to play with your best friend at recess.



Scenario 5

You lost your favorite blanket.



Scenario 6

Someone pushed you on the playground.



lenny
lenny

Worksheet

My Feelings Worksheet

Instructions: Look at each picture and think about how the person feels. Then, draw your own face to show that feeling and write one way you can show that feeling with your words or actions.

1. Happy!

😊

My Happy Face:






One way to show I'm happy:




2. Sad!

😢

My Sad Face:






One way to show I'm sad:




3. Mad!

😡

My Mad Face:






One way to show I'm mad:




lenny
lenny

Lesson Plan

Friendship Recipe: Mixing Up Great Connections Lesson Plan

Students will be able to identify at least three qualities of a good friend and apply them in a friendship scenario.

Strong friendships are vital for social-emotional well-being and provide support through school and life. This lesson helps students understand what makes a friendship healthy and how to be a good friend.

Audience

4th Grade

Time

45 minutes

Approach

Interactive discussion, creative thinking, and a hands-on worksheet.

Materials

Whiteboard or chart paper, Markers, and My Friendship Recipe Worksheet

Prep

Prepare Worksheet

5 minutes

  • Review all generated materials including the Friendship Recipe: Mixing Up Great Connections Lesson Plan and the My Friendship Recipe Worksheet as needed.
  • Print one copy of the My Friendship Recipe Worksheet for each student.

Step 1

Warm-Up: What is a Friend?

5 minutes

  • Ask students: "Who can tell me what a friend is? Why are friends important to us?" (Allow for various responses, guiding them towards positive aspects of friendship).

Step 2

Ingredients of Friendship

10 minutes

  • On the whiteboard or chart paper, write "Ingredients for a Great Friendship."
  • Brainstorm with students what qualities make a good friend (e.g., kindness, honesty, being a good listener, sharing, respect). Write their ideas on the board.
  • Discuss briefly why each ingredient is important.

Step 3

My Friendship Recipe Worksheet Activity

20 minutes

  • Explain the My Friendship Recipe Worksheet to students.
  • Distribute the worksheets.
  • Instruct students to draw or write their own "friendship recipe" using the ingredients discussed or new ones they think of. They should also think about how they can be a good friend using these ingredients.
  • Circulate and assist students, prompting their thinking: "What's one ingredient you think is super important? How do you show that ingredient to your friends?"

Step 4

Share and Reflect

10 minutes

  • Bring the class back together.
  • Invite a few students to share their friendship recipes and explain why they chose their ingredients.
  • Discuss: "What did we learn about being a good friend today? How can we use our friendship recipes to make our friendships even better?" (Emphasize that being a good friend makes our lives and the lives of others happier).
lenny

Answer Key

My Feelings Worksheet Answer Key

General Guidance: This worksheet encourages students to identify and express basic emotions. Responses will vary based on individual student experiences and creativity. The key is for students to connect a feeling with a facial expression and a healthy coping/expression strategy.

1. Happy! 😊

My Happy Face:

  • Expected Response: Students should draw a face that clearly shows happiness (e.g., smiling mouth, bright eyes).

One way to show I'm happy:

  • Expected Response: Examples include
lenny
lenny

Worksheet

My Friendship Recipe Worksheet

Instructions: Every good recipe needs special ingredients! What are the most important ingredients for a great friendship? Think about what makes a person a good friend and what you can do to be a good friend yourself.

My Friendship Recipe

Ingredients (Qualities of a Good Friend):




















  4. Directions (How I can be a Good Friend):

Think about a time you could show one of your ingredients. What did you do or what could you do?











What is one way you can help a friend today?






lenny
lenny

Lesson Plan

Share & Shine: Taking Turns is Terrific! Lesson Plan

Students will be able to identify at least two reasons why sharing and taking turns are important, and practice one way to share or take turns with a friend.

Learning to share and take turns is fundamental for successful peer interactions, conflict resolution, and developing empathy. This lesson helps young students build positive social relationships.

Audience

1st Grade

Time

30 minutes

Approach

Interactive discussion, a short story, and a reflective worksheet.

Materials

Whiteboard or chart paper, Markers, A picture book about sharing (or a simple story to read aloud), and My Sharing Superpowers Worksheet

Prep

Prepare Story and Worksheet

10 minutes

  • Review all generated materials including the Share & Shine: Taking Turns is Terrific! Lesson Plan and the My Sharing Superpowers Worksheet as needed.
  • Select a simple picture book about sharing and taking turns, or prepare a short story to read aloud to the class.
  • Print one copy of the My Sharing Superpowers Worksheet for each student.

Step 1

Warm-Up: What Makes a Good Friend?

5 minutes

  • Gather students in a circle or at their desks.
  • Ask: "What are some things good friends do?" (Guide responses towards sharing, taking turns, being kind).
  • Explain that today we'll talk about two very important things good friends do: sharing and taking turns.

Step 2

Story Time & Discussion on Sharing

10 minutes

  • Read aloud a short picture book or story about sharing and taking turns.
  • After the story, discuss: "What happened in the story? How did the characters feel when they shared/didn't share? Why is sharing important? Why is taking turns important?" (Emphasize that sharing means letting others use things, and taking turns means waiting patiently for your chance).

Step 3

My Sharing Superpowers Worksheet

10 minutes

  • Distribute the My Sharing Superpowers Worksheet.
  • Instruct students to draw or write about a time they shared or took turns, or how they could share/take turns in a specific scenario (e.g., with toys, during a game).
  • Circulate and provide support, prompting students: "What would it look like to share your crayons with a friend?"

Step 4

Wrap-Up: Sharing Our Superpowers

5 minutes

  • Bring the class back together.
  • Ask a few students to share what they drew or wrote on their worksheets.
  • Discuss: "How does it feel when someone shares with you? How does it feel when you share with someone else?" (Reinforce the positive feelings associated with sharing and taking turns, and how it helps everyone have fun).
lenny

Worksheet

My Sharing Superpowers Worksheet

Instructions: Sharing and taking turns are like superpowers that make our friendships strong! Draw a picture or write about a time you showed your sharing superpower, or how you can show it today.

1. My Sharing Moment!

Draw a picture of you sharing or taking turns with a friend:











What happened or what will you share?




2. Taking Turns!

How can you show you are good at taking turns when playing a game?






3. My Sharing Pledge!

I will share or take turns by:




lenny
lenny

Cool Down

Feelings Check-Out

Instructions: Draw a picture or write one sentence about how you are feeling right now and why.












What is one new thing you learned about feelings today?






lenny
lenny