feelings and behaviour - amazon web...

of 1© The Random Acts of Kindness Foundation, 2014 | RandomActsofKindness.org

QUESTIONS? CONTACT: [email protected]

Objective: Students will be able to explain that feelings influence behaviour.

Kindness Definition: Kindness means being friendly, generous or considerate to ourselves and others through our words and actions.

Kindness Concepts: Self-Care, Self-Discipline

Read Aloud and Discussion, p. 3(15 to 20 minutes)

• Chart paper for Introduction activity• Today I Feel Silly and other Moods That Make My

Day by Jamie Lee Curtis (Joanna Cotler Books, Harper Collins Publishers, 1998) OR The Way I Feel by Janan Cain (Parenting Press: Seattle, Washington, 2000)

Feelings Role-Play, pp. 4-5(20 to 25 minutes)

• Feelings Images (provided), enough for each student to have one image

• One complete set of images for teacher

Exploring our Feelings Book, pp. 6-8(10 minutes to explain, multi-day project to create book)

• Construction paper in a variety of light colours (so students can see their writing and drawing)

• Glue, pencil, markers or crayons, yarn, three-hole punch

• Optional: Fabrics or materials with a variety of textures and colours

Home Extension Activity, pp. 12-13 • Take home activity, one sheet for each student

FEELINGS AND BEHAVIOUR

LESSON ACTIVITIES LESSON MATERIALS

Counting our Feelings: Math Extension Activity, pp. 9-11(40 minutes spread throughout the day)

• How Do I Feel Today? Sheet, one per student (or more if you want students to keep track of their feelings for more than one day)

KINDERGARTEN

of 18© The Random Acts of Kindness Foundation, 2014 | Feelings and Behaviour, Kindergarten

• The activities in this lesson focus on a central theme and connect to different curriculum areas. Les-son activities use a variety of modalities to address different learning styles and build on each other.

• Each activity includes evaluation questions to help determine how well students have internalized the lesson objective. You can discuss the questions as a class or have students discuss with a part-ner, if you think that is appropriate.

• The activities also incorporate key Kindness Concepts, which can be introduced before teaching the lesson or as the concepts are discussed in the lesson. Consider displaying the Kindness Concept Posters during the unit. See the RAK Educator Guide for information about using Kindness Concepts to create a healthy classroom environment and help students develop pro-social behaviours.

• Each activity includes tips for how to adapt the curriculum to meet the needs of diverse learners. • The Kindness Tool Kit is another way to meet the needs of diverse learners. See the RAK Educator

Guide for a description of how to create and use this tool kit.• RAK also has developed Focusing Strategies and Problem-Solving Strategies to help students better

regulate their emotions, think through challenging situations, and build healthy relationships, friend-ships and community. See the RAK Educator Guide for more information about incorporating those strategies into the lesson.

• Revisiting the topics or questions raised during discussions regularly will expand student under-standing of the concepts. Scripted explanations are provided, but feel free to use language that feels natural for you.

• This lesson includes a home extension activity, which could be sent home after you complete all the activities in this lesson.

• The British Columbia standards met are listed after the activity title. Key is provided on pp. 14-18. In addition, these lesson activities address the Positive Personal and Cultural Identity Core Competen-cies proposed for British Columbia.

LESSON NOTES

Teacher says: “For the next few weeks, we are going to talk about our feelings and how our feelings can affect us. Can someone give me an example of a way you can feel? When you feel that way, how do you act?” Make two columns on a large white sheet paper, so that you can keep this information posted on the wall for other activities. Write Feelings at the top of one column and Actions at the top of the other column. As the students say a feeling or an action, write their responses in the columns. You can use this time to introduce the Kindness Concepts (self-care, self-discipline) and create community defini-tions for these concepts or share the definitions listed below. Consider using the Kindness Concept Posters for self-care and self-discipline as a way to reinforce learning.

SUGGESTED INTRODUCTION TO UNIT

FEELINGS AND BEHAVIOUR

VOCABULARY WORDS FOR UNIT

Self-Care: Learning how to take care of yourself. Using nice words when you think or talk about your-self.Self-Discipline: Controlling what you do or say so you don’t hurt yourself or others.

http://materials.randomactsofkindness.org/pdfs/6743/CA_Elementary_posters_11x17_Canadian_English.pdf

http://materials.randomactsofkindness.org/educator-guide/CA_RAK_Educator_Guide_2015.pdf

http://materials.randomactsofkindness.org/pdfs/6742/CA_RAK_Kindness_Tool_Kits.pdf



http://materials.randomactsofkindness.org/pdfs/6740/CA_RAK_Focusing_Strategies.pdf

http://materials.randomactsofkindness.org/pdfs/6741/CA_RAK_Problem-Solving_Strategies.pdf




ACTIVITY


READ ALOUD AND DISCUSSION (15 to 20 minutes)

1. Note: There are many children’s books that could be used to discuss feelings. Two suggested above are: Today I Feel Silly and Other Moods That Make my Day and The Way I Feel.

2. Teacher says: “We are going to read a book titled _________________. As I read, notice the many different ways that the children in the story act.”

3. Read the book and then ask the following questions: (One option would be for teacher to ask the questions and students to answer with a partner.)1) What was your favourite part of the book?2) What feelings did you have in the past week and why?3) (Turn to each page as you ask the following, choosing as many emotions from the book as

you have time to discuss:) For example: When do you feel silly? Why do you feel silly? etc. 4) When you feel silly what does your body do? How can you stay in your personal space or

show respect?5) What can you do to become calm when you are upset? Or angry? Or sad?

• Chart paper for Introduction activity• Today I Feel Silly and other Moods That Make My

Day by Jamie Lee Curtis (Joanna Cotler Books, Harper Collins Publishers, 1998) OR The Way I Feel by Janan Cain (Parenting Press: Seattle, Washington, 2000)

• Kindness Concept Posters for Self-Care, Self-Discipline

LESSON MATERIALS

Teacher asks: “Is it easier to act in a kind way when you are feeling happy or are in a good mood? Why or why not?”

EVALUATION

DESCRIPTION

TIPS FOR DIVERSE LEARNERSStudents might benefit from:

1. A printable visual example of each emotion to match the way someone is acting in the story to an image of that emotion. See page 5 for emotion sheet.

2. Having additional copies of the book to view in small groups or seeing the book on a document camera.

English Language Arts: A2, A3, A4, A5, A6, A7, A8, A9, A10, A11, B1, B2, B3, B5, B6, C5, C7Health and Career Education: C3

LEARNING OUTCOMES MET

ACTIVITY


FEELINGS ROLE-PLAY (20 to 25 minutes)

English Language Arts: A2, A3, A4, A5, A6, A7, A8, A9, A10, A11, C5, C7Health and Career Education: C3Arts Education-Drama: A1, A2, B1, B2

1. Teacher says: “Today we are going to think more about how our feelings can impact how we act. I am going to give you each a cartoon face. Once you get your face, I want you to get in a group with the other students who have the same face. In your group, I want you to decide one thing you would do if you were feeling that way. You might have many ideas but I want you to work together to pick one that you could act out for your classmates. For example, if you have the joyful or laughing face, you might act out skipping or playing with friends.”

2. Hand each student a face and have the students get into their groups. If you want to determine the groups before class, take an envelope and write the names of the students in the group on the outside of the envelope. Put enough copies of one feeling image for each member of the group to have their own image. Students each pull an image from their group’s envelope before beginning the activity.

3. Tell students to discuss the feeling as a group and act out the feeling. Provide assistance if they are struggling with ideas for how to act out the emotions. You could suggest some of the actions written on the sheet paper you created during the unit introduction.

4. Have one group at a time explain their feeling and then act out what they would do if they felt that way.

• Feelings Images (p. 5), enough for each student to have one image, cut apart before class

• One complete set of images for teacher• Optional: Envelopes, one for each group• Kindness Concept Posters: Self-Care, Self-

Discipline

LESSON MATERIALS LEARNING OUTCOMES MET

DESCRIPTION

Teacher asks: “We watched each other acting out feelings. When you have those feelings, do you act in the same way or a different way?”

EVALUATION


1. Their own copy of the cartoon emotion images to use as reference.

2. Using the kindness meter from the RAK Focusing Strategies to help identify emotions and calm down.

3. Recording the role-plays (with an iPad or another device) to review and do corrective reframe where needed.

http://materials.randomactsofkindness.org/pdfs/6740/CA_RAK_Focusing_Strategies.pdf


MAD

SAD

LAUGHING EMBARRASSED

HAPPY

SCARED EXCITED

CONFUSED

FEELINGS IMAGES

ACTIVITY


1. Note: The feelings book can be done in a variety of ways:1) Have students write about or draw an emotion and how they acted when they felt that way at

the beginning of each week for a set number of weeks or for a few days. They could choose the same emotion or a different emotion and keep track of whether they reacted differently on different days.

2) Have students create a page and make a class book from the pages.3) Have students create a collage picture with many different emotions and actions.4) Some students might need pictures of actions cut from magazines; make sure to find a vari-

ety of pictures, including pictures of animals.

2. Before class, gather construction paper, fabrics and materials, markers, coloured pencils and crayons, copies of the cartoon images, and magazines for students to cut out images.

3. Explain how you plan to do this activity, from the options above. Then say: “Today I want you to choose just one way that you felt in the past week. On a piece of paper I want you to draw a picture of that one feeling or you can cut out one of the cartoon images. Then, I want you to write or draw what happens when you feel that way. So, if you are happy, what is one thing you might do?” Allow students to respond. If using, have students think about how a material or fabric might express feelings or actions.

4. Allow students to choose construction paper, some materials and a copy of a cartoon face with a feeling if they don’t want to draw their own. Then have them work on the page, encouraging them to use conventions of standard English grammar and usage, including upper and lower-case letters, appropriate pencil grip, complete sentences, proper spacing between words, etc.

5. Have students share one page of their book with the class and why that page is important to them. You could laminate the pages after the students finish.

• Construction paper in a variety of light colours (so students can see their writing and drawing)

• Glue, pencil, markers, crayons, yarn, 3-hole punch• Optional: Fabrics or materials with a variety of

textures and colours, magazines• Kindness Concept Posters: Self-Care, Self-

Discipline

LESSON MATERIALS

DESCRIPTION

(Can be asked after the first day of the project or after students have completed their feeling book) Teacher asks: “Do feelings affect how we act? Why or why not?”

EVALUATION

EXPLORING OUR FEELINGS BOOK (10 minutes to explain, multi-day project to create book)

English Language Arts: A2, A3, A4, A5, A6, A7, A9, A10, A11, C1, C2, C4, C5, C7Health and Career Education: C3Arts Education-Drama: A1, A2, B1, B2


ACTIVITY



1. Writing at their developmental level; offer blank pages, pages with lines, pages with sentence frames. See printable sheet on p. 8 for an example.

2. Reviewing the feelings sheet as a group; make small copies for students to have at their desks.

3. Playing a Feelings and Action matching game with the faces and actions cut from a magazine.

4. Having a partner with whom they can discuss their feelings and actions.

ACTIVITY


I feel excited when .

HOW DO I FEEL?

ACTIVITY


COUNTING OUR FEELINGS: MATH EXTENSION ACTIVITY(5 minutes to explain, a few minutes to complete; 30 minutes for final activity)

1. Hand each student the How Do I Feel Today? sheet.

2. Explain, holding up the sheet so that students can follow along: “At different times today, you are going to mark on this sheet how you feel. At the end of today, we are going to review how we felt. I will collect the sheets and we will see how many people felt sad, happy, excited, etc. at different times of the day.”

3. At times noted on the sheet, have students mark the box indicating how they felt at that time.

4. Leave enough time at the end of the day to collect the sheets and complete a How Do I Feel Today? sheet for the whole class. In the boxes, write the number of people who felt happy, ex-cited, embarrassed, etc. in each box on each day. Either project the sheet on a smart board or draw a chart on the board so that all students can see the results.

5. Then ask the following questions:1) What was the most common feeling that people had in the morning? Recess? Before lunch?

After lunch? In the afternoon?2) Why do you think that was the common feeling? Can you remember something that hap-

pened that might have caused most of you to feel that way?

6. One option would be to do this activity for more than one day and compare how students feel on different days.

• How Do I Feel Today? Sheet (p. 11), one per student (or more if you want students to keep track of their feelings for more than one day)

• Kindness Concept Poster: Self-Care

LESSON MATERIALS

DESCRIPTION

Teacher asks: “Which feelings did you have most often today? What feelings did most of the class feel?”

EVALUATION

English Language Arts: A2, A3, A4, A5, A6, A7, A9, A10, A11, C5Health and Career Education: C3Mathematics: A5, C1, C2


ACTIVITY



1. Using highlighters to call attention to each separate column.

2. Seeing the How Do I feel Today? sheet on a document camera or smart board while the teacher describes the emotions and points to the boxes. This would be particularly helpful for students who have difficulty figuring out which box to check.

3. Working with a partner or in a small group so they have enough time to process and are pre-pared to share.

4. Creating a bar graph of the class feelings, with time of day on one axis and the feelings on the other axis.

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HOME EXTENSION ACTIVITY

1. It would work best to send the attached take home activity home after completing all activities in class.

2. Write the return date on the sheet before you distribute it. You will want to give a full week for this activity.

3. Hand out the Home Extension Activity and say: “We have been talking about feelings and how we act in class, and I want you to talk about these ideas with your parent, guardian or another adult who cares for you. Please put this in your folder and return by _____________.”

4. The day the students bring back their sheet, ask the following questions:1) Did the people you live with each keep track of your feelings?2) What did you find out about how you and the people you live with acted at home when you

felt a certain way?

Home Extension Activity (p. 11), one sheet for each studentMATERIALS

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BRITISH COLUMBIA PRESCRIBED LEARNING OUTCOMEShttps://www.bced.gov.bc.ca/irp/gc.php?lang=en

1. Language Arts• A2: Engage in speaking and listening activities to share ideas about pictures, stories,

information text, and experiencesAchievement Indicators:

o actively participate in classroom language activities by asking questions, predicting, expressing feelings, sharing ideas, and making personal connections

o listen and respond appropriately to contextual questions (e.g., “We read about how animals get ready for winter. How do bears get ready for winter? How do you get ready for winter?”)

o give ideas that relate to what is being discussed o describe experiences and retell familiar stories by using basic story structure terminology

(e.g., beginning, middle, end) o begin to use the language of “who,” “what,” “when,” “where” in story retelling

• A3: Demonstrate use of social language to interact cooperatively with others and to solve problems

Achievement Indicators: o demonstrate courteous listening and speaking, with teacher support, as appropriate

to cultural context and individual needs (e.g., take turns as speaker and listener in conversation)

o begin to show understanding of language that is hurtful or unfair to others• A4: Demonstrate being a good listener for a sustained period of time Achievement Indicators:

o listen attentively for sustained periods of time (e.g., focus on the speaker) o follow short two-step directions o use gestures and other nonverbal means to communicate more effectively (e.g., nod to show

agreement) • A5: Demonstrate being a good speaker (including sustaining conversation on a familiar topic)

Achievement Indicators: o sustain conversation on a familiar topic for short periods of time and stay on topic o take turns talking o begin to use appropriate gestures, tone of voice, and volume o generally speak clearly and fluently

• A6: Use oral language to explain, inquire, and compare

STANDARDS KEYACADEMIC SUBJECT KEY

Health

Language Arts

Science

Mathematics

Social Studies

Visual Arts

Drama and Theatre Arts


Achievement Indicators: o use talk to clarify ideas or experiences (e.g., self-talk, self-correction) o ask questions to build understanding o identify when a simple sentence fails to make sense o use language to connect new experiences to what is already known

• A7: Experiment with language and demonstrate enhanced vocabulary usage Achievement Indicators:

o use newly learned vocabulary in own speech (e.g., after listening to new vocabulary in stories and instruction and after listening to words used in multiple contexts to understand their use)

o begin to use descriptive words to describe own feelings and the feelings of others o use words to describe people, places, and things (e.g., size, colour, shape, location, actions) o use language, characters, or events from prior experiences in informal play and drama

activities • A8: Connect what is already known with new experiences during speaking and listening activities

Achievement Indicators: o describe how new experiences connect to what is already known (e.g., “This eminds me

of…”) o share experiences and interests with classmates (e.g., show and tell, explain a school

experience that has happened recently, explain an event or object that is distant in time or place)

o use language from prior events/experiences in informal play and drama activities • A9: Ask questions to construct and clarify meaning

Achievement Indicators: o ask relevant questions to deepen comprehension (e.g., “I wonder if” questions) o begin to ask relevant questions before, during, and after the teacher reads a book aloud

• A10: Use meaningful syntax when speaking (e.g., include a subject and verb, and simple connecting words when needed) Achievement Indicators:

o speak using the syntax needed to convey intended meaning (e.g., usually use complete sentence format instead of “me hungry” or “he sad”)

o use connecting words to combine ideas (e.g., tell simple stories, connecting ideas with words such as “then,” “and,” “but,” “or”)

o frequently use common grammatical rules but may overgeneralize in their application (e.g., “goed” for went, “geeses” for geese, them did it)

• A11: Speak clearly enough to be understood by peers and adults Achievement Indicators:

o pronounce most sounds correctly although some errors may still occur o frequently use appropriate volume, tone, pace, and intonation

• B1: Demonstrate awareness of the connection between reading, writing, and oral languageAchievement Indicator:

o identify connections between a photo or illustration and text • B2: Respond to literature through a variety of activities (e.g., role playing, art, music, choral

reading, talking) Achievement Indicators:

o show enthusiasm for, or enjoyment of, reading (e.g., choose and read and/or view a variety of

STANDARDS KEY


texts that interest them) o create a representation (e.g., draw a picture, dramatize feelings, create a new page for a

story) o connect information and events in texts to self, personal experiences, and to other texts,

including media texts (e.g., television shows and movies) • B3: Engage in reading or reading-like behaviour

Achievement Indicator: o listen to stories, poems, and information texts for enjoyment and information

• B5: In discussions, use strategies during reading and viewing to monitor comprehension, including predicting and confirming unknown words and events by using language patterns and pictures making pictures in their heads (visualizing), asking the question, “Does that make sense?”Achievement Indicators:

o use pictures, context cues, sense of story, language patterns, and prior knowledge to predict and confirm meaning and identify word

o generate questions to clarify and confirm meaning (e.g., “Does this make sense?” “Why did…?”)

o answer who, where, what, why, and how questions after listening to a sentence or short paragraph

o talk with classmates about pictures in a book and what they mean• B6: Engage in discussions and create representations after reading and viewing to reflect on the

text to confirm meaning Achievement Indicators:

o identify and recall information that demonstrates a sense of the story (e.g.,sequence of events, setting, main characters, the problem in the story and important facts)

o find basic information in the illustrations and photos to answer specific questions• C1: Create simple messages using a combination of pictures, symbols, letters, and words to

convey meaning Achievement Indicators:

o write and represent for a variety of purposes and in different forms, both self-initiated and teacher-guided (e.g., stories, notes, labels, lists, one-word captions for pictures)

o write and represent using a variety of tools and media (e.g., crayons, paper, computer, chalkboard, coloured markers, cardboard)

o create an illustration of something they have learned o label a picture with words use invented spelling

• C4: Engage in discussions before writing and representing to generate ideas when responding to text and classroom experiences (e.g., observing, listening, using the other senses, drawing, brainstorming, listing, webbing, partner-talk) Achievement Indicators:

o engage in short brainstorming sessions (e.g., listing, webbing, making charts) o share experiences and interests with adults or in partner-talk o draw or sketch ideas in response to a prompt from the teacher o use personal experience and environment as stimuli for writing and representing (e.g., trip to

the post office or the library, field trips to enjoy nature

STANDARDS KEY


• C5: Express meaning during writing and representing by using invented spelling and copying existing words/representationsAchievement Indicators:

o create messages that contain short familiar words, phonetically spelled words or parts of words, and/or words using invented spelling

o communicate a complete thought using printing and illustrations• C7: Print most of the letters of the alphabet, own name, and a few simple words, and record a

prominent sound in a wordAchievement Indicators:

o spell some short, familiar words conventionally (e.g., me, you, I) o print using invented spelling and orally describe to others what has been written

2. Math• A5: Compare quantities, 1 to 10, using one-to-oone correspondence

Achievement Indicators: o construct a set to show more than, fewer than or as many as a given set o compare two given sets through direct comparison and describe the sets using words, such

as more, fewer, as many as, or the same number • C1: Use direct comparison to compare two objects based on a single attribute such as length

(height), mass (weight), and volume (capacity)Achievement Indicators:

o compare the length (height) of two given objects and explain the comparison using the words shorter, longer (taller), or almost the same

o compare the mass (weight) of two given objects and explain the comparison using the words lighter, heavier, or almost the same

• C2: Sort 3-D objects using a single attribute Achievement Indicators:

o sort a given set of familiar 3-D objects using a single attribute, such as size or shape, and explain the sorting rule

o determine the difference between two given pre-sorted sets by explaining a sorting rule used to sort them

3. Health and Career Education• C3: Demonstrate an understanding of appropriate ways to express feelings

Achievement Indicators: o identify a variety of feelings (e.g., happiness, excitement, anger, sadness, hurt, gratitude,

frustration) o identify possible reasons or causes for various feelings (e.g., birthday party, grandparents

coming to visit, teasing and name calling, friend moving away) o demonstrate a willingness to express feelings (e.g., verbal communication, drawing a picture) o use appropriate terminology to express feelings (e.g., “I feel angry,” “I am excited”) o with teacher support, identify inappropriate ways to express feelings (e.g., pinching, hitting,

kicking objects, name-calling, intruding on others’ personal space)

STANDARDS KEY

of 18© The Random Acts of Kindness Foundation, 2014 | RandomActsofKindness.org

QUESTIONS? CONTACT: [email protected]

4. Arts Education: Drama• A1: Demonstrate engagement in drama activities

Achievement Indicators: o demonstrate engagement in drama activities by sharing ideas (e.g., working in pairs or small

groups, large-group discussions) listening to the ideas of others • A2: Explore and imagine stories by taking on roles

Achievement Indicators: o use drama exploration to depict characters from stories o use imagination and play to explore and depict ideas of who, where, and with whom

• B1: Use voice in a variety of ways to explore ideas and feelings Achievement Indicators:

o use vocal elements (e.g., loud, soft, tone) to explore a variety of: o ideas (e.g., walking through a forest on a dark rainy night, being timid with a new group of

people, making friends on your first day of school), o feelings (e.g., happy playing on the playground, nervous about going to the dentist)

• B2: Use movement and their bodies to explore ideas and feelings Achievement Indicators:

o use their bodies to explore ideas and feelings (e.g., creating large and small body shapes, fast and slow movements, gestures, heavy and light movements, straight and rounded movements)

OTHER STANDARDS MET

1. 21st Century Skills (www.p21.org)• Learning and Innovation Skills

a. Critical Thinking and Problem Solving: Reason effectively, make judgments and decisionsb. Communicate clearly and collaborate with othersc. Creativity and Innovation: Think creatively and work creatively with others

• Life and Career Skillsa. Initiative and Self Direction: Manage goals and time, work independently, be self-directed

learnersb. Social and Cross-Cultural Skills: Interact effectively with others, work effectively in diverse

teamsc. Productivity and Accountability: Manage projects and produce resultsd. Responsibility: Be responsible to others

• Life and Career Skillsa. Access and evaluation information

2. Social and Emotional Standards (www.casel.org)• Self-awareness• Social Awareness

STANDARDS KEY

feelings and behaviour - amazon web...

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