Matching Feelings and Faces (facial expressions)

Student Name: Jade Mannheim Grade Level: Preschool/Pre-K

Guiding and/or Essential Questions:

What facial expressions correspond with certain feelings?
How am I feeling today? How are my classmates feeling?

Pre-lesson Assignments and/or Student Prior Knowledge

Last week we began talking about feelings with the students through songs and a book. We had
class discussions about how each student is feeling, and the teachers gave examples of how they
are feeling and why. We are working on getting the students to express their feelings by saying
“I am feeling… because…”

Standards:
Social Emotional Development 0.3.1 - Recognize and describe a wide range of feelings,
including sadness, anger, fear, and happiness

Learning Objectives and Assessments:

Learning Objectives Assessment

Student will match facial expressions to the
correct corresponding emotion.
Student will express their emotions verbally
using the structure “I am feeling…”
Teacher will observe student’s matching for
accuracy. Teacher will make note of logical
matching, even if incorrect (eg, sick face as sad,
or surprised as scared, etc.)
Teacher will listen to student responses when
asked how they are feeling. Teacher will make
note of who required extra prompting.

Materials/Resources: (List materials, include any online or book references and resources)
 Feeling faces (printed and cut out)
 “The Feelings Song” – KidsTV123 on YouTube

Plan for set-up/distribution/cleanup of materials:

I will have all the facial expressions cut out and in my hand when the students are done watching
the youtube song

Step by Step plan:

1. Introduction: I will tell the students “Today we are going to watch a video about feelings
and then have a talk and play a game! I know we love dancing to these videos, but we
have to sit quiet and listen to the song. If you we sit quiet and play the game nicely we
can watch another video after to dance to!”
2. After the students watch the YouTube video, I will come sit with the students with the
facial expressions. I will the students “Now we are going to play a game. I will show you
 a face and you will tell me as a group how this face is feeling.” I will show them the faces
and have the class call out the feeling that goes with a face.
3. Once we have gone over each face and emotion as a group, I will call students
individually to identify the facial expression that goes with a certain feeling.
4. Next, I will tell the students “Now I want to know how you are all feeling. I want you to
tell me how you feel by saying “I am feeling…”. Like this: I am feeling happy because I
am here today with all my friends!” I will then ask Miss A or Mrs. G to also give an
example as well. Each student will have a chance to express their feelings.
5. Closure: I will ask the students to call out as a group the feelings again.

Logistics:

Timing: This lesson should take no more than 15 minutes, not including the YouTube
video.
Transitions: As we move from the YouTube video to the class activity/game, I will
remind the students to have a quiet mouth and sit and show ready.

Classroom Management: I will use terms like quiet mouth and showing ready which the
students are familiar with.

Differentiation
Throughout the lesson, I will use additional prompting and simplified sentences for the students
who are ELLs and I will use visual cues to remind students to sit quietly through the entirety of
the lesson.