Second Grade: Identifying Feelings

For our second unit this year, we are exploring empathy. Our first lesson in this unit focuses on identifying feelings. We began our lesson with a quick run-down of the skills for learning and what they mean: focus attention, listen, use self talk, and be assertive. Next, we moved onto our brain builder: The Feelings Factory. For this activity, the students were my workers in the feelings factory (which is a silent factory) and they had to pay close attention to make sure I said "Foreman says" before showing me a feeling. Students had to use their faces and bodies to show the feeling I asked for, but only if I said "Foreman says." We discussed the skills for learning used in the activity before moving on to our next task.

For the remainder of our lesson, students discussed a student named Daniel who had gotten lost from his family during a hike in the woods. Students had to act as feelings detectives and search for clues that showed how each person was feeling. We talked about three places they could look for clues: face, body, or the situation (what's going on). Students shared how they thought Daniel felt in the situation: most said scared. Once we had decided on scared, they shared what clues proved that feeling. Many commented on Daniel's wide eyes, raised eyebrows, and open mouth. They also talked about why he was scared: he was lost (the situation).

Students took turns showing their partner their scared face while the other partner pointed out the clues that showed the student was scared. We also talked about how it feels in our bodies when we are afraid. We ended the lesson by discussing comfortable and uncomfortable feelings. We talked about how everyone experiences uncomfortable feelings (like being scared), and then we brainstormed other comfortable feelings. We ended the lesson by looking at pictures of Daniel's family members and discussing: how they felt, what clues showed that feeling, and whether it was a comfortable or uncomfortable feeling.