FEELINGS AND BEHAVIOR

FEELINGS AND BEHAVIOR KINDERGARTEN Objective: Students will be able to explain that feelings influence behavior. Kindness Definition: Kindness means being friendly, generous or considerate to ourselves and others through our words and actions. Kindness Concepts: Self-Care, Self-Discipline LESSON ACTIVITIES Read Aloud and Discussion, p. 3 (15 to 20 minutes) Feelings Role-Play, p. 4-5 (20 to 25 minutes) Exploring our Feelings Book, p. 6-8 (10 minutes to explain, multi-day project to create book) Counting our Feelings: Math Extension Activity, p. 9-11 (40 minutes spread throughout the day) LESSON MATERIALS Large self-adhesive poster sheet 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 Images (provided), enough for each student to have one image One complete set of images for teacher Construction paper in a variety of light colors (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 colors 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) Home Extension Activity, p. 12-13 Take home activity, one sheet for each student QUESTIONS? CONTACT: TeacherHelp@RandomActsofKindness.org The Random Acts of Kindness Foundation www.randomactsofkindness.org Page 1 of 17

FEELINGS AND BEHAVIOR LESSON NOTES The activities in this lesson focus on a central theme and connect to different curriculum areas. Lesson 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 partner, 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 Teacher Guide for information about using Kindness Concepts to create a healthy classroom environment and help students develop pro-social behaviors. 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 Teacher 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, friendships and community. See the RAK Teacher Guide for more information about incorporating those strategies into the lesson. Revisiting the topics or questions raised during discussions regularly will expand student understanding 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 Common Core and Colorado P-12 Academic Standards met are listed after the activity title. Key is provided on pages 14-17. SUGGESTED INTRODUCTION TO UNIT 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 poster sheet, 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 definitions 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. VOCABULARY WORDS FOR UNIT Self-Care: Learning how to take care of yourself. Using nice words when you think or talk about yourself. Self-Discipline: Controlling what you do or say so you don t hurt yourself or others. Page 2 of 17

READ ALOUD AND DISCUSSION (15 to 20 minutes) Large self-adhesive poster sheet 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 DESCRIPTION LESSON MATERIALS STANDARDS MET Common Core: CCSS.ELA-Literacy.RL.K.1, 2, 3, 4, 7, 10; CCSS.ELA-Literacy.SL.K.1a-b, 2, 3, 4, 6; CCSS.ELA- Literacy.L.K.1, 2, 4 Colorado: Comprehensive Health S.3, GLE.2, EO.c; Reading, Writing and Communicating S.1, GLE.1, EO.c,f,h,i,j; S.1, GLE.2, EO.a-e; S.2, GLE.1, EO.a.i,ii,iii, c.i, d.i 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 favorite 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? EVALUATION 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? TIPS FOR DIVERSE LEARNERS Students 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. Page 3 of 17

Feelings Images (p. 5), enough for each student to have one image, cut apart before class One complete set of images for teacher Kindness Concept Posters: Self-Care, Self-Discipline Optional: Envelopes, one for each group DESCRIPTION FEELINGS ROLE-PLAY (20 to 25 minutes) Common Core: CCSS.ELA-Literacy.SL.K.1a-b, 2, 3, 4, 6; CCSS.ELA-Literacy.L.K.1, 2 Colorado: Comprehensive Health S.3, GLE.2, EO.c; Reading, Writing and Communicating S.1, GLE.1, EO.c,f,h,i,j; S.1, GLE.2, EO.a, c-e; Drama and Theatre Arts S.1, GLE.1, EO.a; S.2, GLE.1, EO.a,b 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 poster sheet 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. EVALUATION LESSON MATERIALS STANDARDS MET 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? TIPS FOR DIVERSE LEARNERS Students might benefit from: 1. Their own copy of the cartoon emotion images to use as reference. 2. Using the kindness meter from the 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. Page 4 of 17

FEELINGS IMAGES MAD HAPPY SAD CONFUSED LAUGHING EMBARRASSED SCARED EXCITED Page 5 of 17

EXPLORING OUR FEELINGS BOOK (10 minutes to explain, multi-day project to create book) Construction paper in a variety of light colors (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 colors, magazines Kindness Concept Posters: Self-Care, Self- Discipline DESCRIPTION LESSON MATERIALS 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 variety of pictures, including pictures of animals. 2. Before class, gather construction paper, fabrics and materials, markers, colored 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 lowercase 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. EVALUATION STANDARDS MET Common Core: CCSS.ELA-Literacy.W.K.2, 8; CCSS. ELA-Literacy.SL.K.2, 3, 4, 5, 6; CCSS.ELA-Literacy.L.K.1, 2, 5, 6 Colorado: Comprehensive Health S.3, GLE.2, EO.c; Reading, Writing and Communicating S.1, GLE.1, EO.c,i,j; S.1, GLE.2, EO.a, c-e; Drama and Theatre Arts S.1, GLE.1, EO.a; S.2, GLE.1, EO.a,b (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? Page 6 of 17

TIPS FOR DIVERSE LEARNERS Students might benefit from: 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. Page 7 of 17

HOW DO I FEEL? I feel excited when. Page 8 of 17

COUNTING OUR FEELINGS: MATH EXTENSION ACTIVITY (5 minutes to explain, a few minutes to complete; 30 minutes for final activity) 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 DESCRIPTION 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, excited, 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 happened 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. EVALUATION LESSON MATERIALS STANDARDS MET Common Core: CCSS.ELA-Literacy.SL.K.1a-b, 2, 3, 4, 6; CCSS.ELA-Literacy.L.K.1, 2, 4, 6; CCSS.Math. Content.K.MD.A.1, B.3 Colorado: Comprehensive Health S.3, GLE.2, EO.c; Reading, Writing and Communicating S.1, GLE.1, EO.c,h,i,j; S.1, GLE.2, EO.a; Mathematics S.4, GLE.2, EO.a,b Teacher asks: Which feelings did you have most often today? What feelings did most of the class feel? Page 9 of 17

TIPS FOR DIVERSE LEARNERS Students might benefit from: 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 prepared 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. Page 10 of 17

Name: HOW DO I FEEL TODAY? Directions: Put an X in the box that shows the feeling you had at different times of the day. HAPPY EXCITED EMBAR- RASSED SAD CONFUSED MAD LAUGHING SCARED MORNING RECESS BEFORE LUNCH AFTER LUNCH AFTERNOON Page 11 of 17

MATERIALS HOME EXTENSION ACTIVITY Home Extension Activity (p. 13), one sheet for each student DESCRIPTION 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? Page 12 of 17

FEELINGS AND BEHAVIOR: HOME EXTENSION ACTIVITY Name: Please return by: BACKGROUND As part of the Random Acts of Kindness program, your student has been learning to identify their feelings. Ask your student what he or she has learned about their own feelings and how that can impact how they act. For one day, have your student keep track of how he or she is feeling. The students did this activity in school. Have your student decide which feeling he or she had at that time of the day. Then write (or have your student write) in the box how they acted when they felt that way. You could make copies and have others in your household complete the worksheet and then discuss. VOCABULARY WORDS Self-Care: Learning how to take care of yourself. Using nice words when you think or talk about yourself. Self-Discipline: Controlling what you do or say so you don t hurt yourself or others. HAPPY EXCITED EMBAR- RASSED SAD CONFUSED MAD LAUGHING SCARED WAKE UP MORNING LUNCH AFTERNOON BEDTIME Page 13 of 17

STANDARDS KEY ACADEMIC SUBJECT KEY Mathematics Comprehensive Health Reading, Writing and Communicating Science Social Studies Visual Arts Drama and Theatre Arts COMMON CORE STANDARDS (www.corestandards.org) 1. Writing CCSS.ELA-Literacy.W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. CCSS.ELA-Literacy.W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 2. Reading: Literature CCSS.ELA-Literacy.RL.K.1: With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.K.2: With prompting and support, retell familiar stories, including key details. CCSS.ELA-Literacy.RL.K.3: With prompting and support, identify characters, settings, and major events in a story. CCSS.ELA-Literacy.RL.K.4: Ask and answer questions about unknown words in a text. CCSS.ELA-Literacy.RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). CCSS.ELA-Literacy.RL.K.10: Actively engage in group reading activities with purpose and understanding. 3. Speaking & Listening CCSS.ELA-Literacy.SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.K.1a: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). CCSS.ELA-Literacy.SL.K.1b: Continue a conversation through multiple exchanges. CCSS.ELA-Literacy.SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CCSS.ELA-Literacy.SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. CCSS.ELA-Literacy.SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. CCSS.ELA-Literacy.SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. CCSS.ELA-Literacy.SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly. Page 14 of 17

STANDARDS KEY 4. Language CCSS.ELA-Literacy.L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.K.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.K.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. CCSS.ELA-Literacy.L.K.5: With guidance and support from adults, explore word relationships and nuances in word meanings. CCSS.ELA-Literacy.L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. 5. Mathematics CCSS.Math.Content.K.MD.A.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. CCSS.Math.Content.K.MD.B.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. COLORADO P-12 ACADEMIC STANDARDS http://www.cde.state.co.us/standardsandinstruction/coloradostandards.asp 1. Comprehensive Health Standard 3: Emotional and Social Wellness in Health Grade Level Expectations (GLE): 1. Exhibit understanding that one s actions impact others Evidence Outcomes (EO): c. Students can explain that feelings influence behavior 2. Reading, Writing and Communicating Standard 1: Oral Expression and Listening Grade Level Expectation (GLE): 1. Oral communication skills are built within a language-rich environment Evidence Outcomes (EO): Students can: b. Add drawings or other visual displays to descriptions as desired to provide additional detail c. Speak audibly and express thoughts, feelings, and ideas clearly f. Identify real-life connections between words and their use (e.g., note places at school that are colorful) g. Express words and word meanings as encountered in books and conversation h. Use new vocabulary that is directly taught through reading, speaking, and listening i. Relate new vocabulary to prior knowledge Grade Level Expectation (GLE): 2. Communication relies on effective verbal and nonverbal skills Evidence Outcomes (EO): Students can: a. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups ii. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion) iii. Continue a conversation through multiple exchanges Page 15 of 17

STANDARDS KEY b. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood c. Ask and answer questions in order to seek help, get information, or clarify something that is not understood d. Listen with comprehension to follow two-step directions e. Use words and phrases acquired through conversations, reading and being read to, and responding to texts Standard 2. Reading for all Purposes Grade Level Expectation (GLE): 1. A concept of print to read and a solid comprehension of literary texts are the building blocks for reading Evidence Outcomes (EO): Students can: a. Use Key Ideas and Details to: ii. With prompting and support, ask and answer questions about key details in a text iii. With prompting and support, retell familiar stories, including key details iv. With prompting and support, identify characters, settings, and major events in a story c. Use Integration of Knowledge and Ideas to: iv. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts) e. Use Range of Reading and Level of Text Complexity to: vi. Actively engage in group reading activities with purpose and understanding Standard 3: Writing and Composition Grade Level Expectation (GLE): 1. Text types and purposes, labels, and familiar words are used to communicate information and ideas Evidence Outcomes (EO): b. Students can use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic Grade Level Expectation (GLE): 2. Appropriate mechanics and conventions are used to create simple texts Evidence Outcomes (EO): Students can: a. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing 3. Drama and Theatre Arts Standard 1: Create Grade Level Expectation (GLE): 1. Demonstrate characters through dramatic play Evidence Outcomes (EO): a. Students can imitate or create people, creatures, or things based on observation using body and facial expression Standard 2: Perform Grade Level Expectation (GLE): 1. Express a feeling or emotion through dramatic play or creative drama Page 16 of 17

STANDARDS KEY Evidence Outcomes (EO): Students can: a. Use movement and facial expressions to convey feelings and emotions b. Use sounds to express character, feelings, and mood 4. Mathematics Standard 4: Shape, Dimension, and Geometric Relationships Grade Level Expectation (GLE): 2. Measurement is used to compare and order objects Evidence Outcomes (EO): Students can: a. Describe and compare measurable attributes. b. Classify objects and count the number of objects in each category. 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 decisions b. Communicate clearly and collaborate with others c. Creativity and Innovation: Think creatively and work creatively with others Life and Career Skills a. Initiative and Self Direction: Manage goals and time, work independently, be self-directed learners b. Social and Cross-Cultural Skills: Interact effectively with others, work effectively in diverse teams c. Productivity and Accountability: Manage projects and produce results d. Responsibility: Be responsible to others Life and Career Skills a. Access and evaluation information 2. Social and Emotional Standards (www.casel.org) Self-awareness Social Awareness QUESTIONS? CONTACT: TeacherHelp@RandomActsofKindness.org The Random Acts of Kindness Foundation www.randomactsofkindness.org Page 17 of 17