I HAVE FEELINGS,
YOU HAVE FEELINGS
Purpose
The student will understand the importance of
positive self concept, interpersonal relationships,
and the relationships of sound social, emotional, and
mental health practices to wellness.
Key Concepts:
The learner will:
1. identify feelings and methods of expressing
feelings.
2. value positive qualities of self and others.
3. discuss the feelings accompanying growth,
change, and loss.
MCS Standard 1
Students should be able to effectively demonstrate
knowledge and skills for good mental, social, and
physical health and safety.
Specific Expectation 5
Communicate emotions, feelings, and ideas in
positive ways and demonstrate skills (collaboration,
negotiation, refusal, goal-setting, decision-making,
and conflict resolution) for effective, responsible,
interpersonal relationships.
Lifelong Learning Standards
 Students can effectively communicate with
different audiences, through a variety of
mediums, to achieve different purposes.
 Students can listen attentively and understand
the intended message or main ideas expressed
in spoken forms of communication.
 Students can work with team members from
diverse backgrounds to accomplish group goals.
 Students can locate and organize different kinds
of information to accomplish meaningful tasks.
Lesson 2.4
Time
2 periods of 30 minutes
Materials
Alexander and the Terrible Horrible No Good Very
Bad Day or another book of your choice
Chalk and chalkboard/chart and markers
Magazines
Scissors
Glue
Index cards
Paper and pencils
Construction paper
Stapler
Crayons
Shoebox
Paper strips
Shape patterns
6” paper plates
yarn
popsicle sticks
Homework Assignment Sheet
Assessment Checklist
Vocabulary
Angry
Disgusted
Excited
Feelings
Pleasant
Proud
Stressful
Tense
Unpleasant
INVESTIGATION
Large Group Discussion
Begin by reading the book Alexander and the Terrible Horrible No Good Very Bad Day. Write a list of feelings on
the chalkboard (i.e., happy, sad, angry, excited, proud, afraid, etc.) and ask if any of the students have ever
experienced those feelings. Let the children tell why. Discuss other reasons that would cause different feelings.
Ask several students to choose a feeling from the list and make a face to show that feeling in the mirror. Use
index cards and write the names: Happy Harry, Sad Sally, Angry Annie, Joyful Julie, Proud Penny, Frightened
Fred, Shy Susie, and Jealous Jimmy, etc. on the cards. Have each child imagine how these characters might
feel. Write short stories or role play why that character might feel that way. Allow the students time to share.
APPLICATION
Choose one or more of the following:
1. Our Book of Feelings
Materials: magazines, scissors, glue, writing paper, construction paper, pencil, staples, and crayons
Divide students into groups of three or four. Distribute magazines, five sheets of paper, and two sheets of
colored construction paper to each group. Ask students to cut and paste pictures of people showing different
emotions from the magazines on the paper. Have the students label the emotion (i.e., a happy face, a sad
face, etc.) and write a brief story focusing on it. After the students have completed their pictures and stories,
staple the sheets together with the construction paper on the front and back to make a book. Let them
decorate and title their book. Allow each group time to share the books with their class or with a kindergarten
class.
2. Feelings in a Box
Materials: shoe box, paper strips, and pencils
Decorate a small shoe box, label it “Feelings” and place it on a table in the classroom. Cut strips of paper and
place them beside the box. Have students write their feelings on the strips every day for a week. (I feel
________ today.) The students may choose a feeling and write why they feel the way they do. Read the
notes aloud at the end of the week. Allow time for discussion on feelings and how those feelings may have
changed from day to day. Have the class select one of the feelings to write a poem about.
3. A Badge of Feelings
Materials: shape, patterns, pencil, crayons, construction paper, and scissors
Cut out large shapes of stars, diamonds, circles, hearts, etc. Have the students choose a shape for their
badge. They will write why they selected that shape and draw a face that expresses their feelings. Pin the
badges on the students for the day. Encourage them to share their feelings in healthy ways.
4. Flip Puppet
Materials: 6-inch paper plates (2 per student), yarn, popsicle sticks, glues, crayons, and scissors
Review the feelings in the book Alexander and the Terrible Horrible No Good Very Bad Day. Allow the
students to select two feelings they want to show and make a flip puppet. Glue a popsicle stick to the back
center of one of the plates. Glue the second plate to the first plate, with the stick in between. Glue yarn on
both plates for hair. Draw a face showing one feeling on one plate and the other feeling on the other plate.
The puppets can be shared with others, used to express individual feelings or used to role play.
HOMEWORK
Involve students and parents in making a list of many different feelings (happy, afraid, sad, excited, frustrated,
nervous, etc.). Place the list somewhere in the home where it will be easily accessible. Encourage parents to ask
their children each day which word describes how he/she is feeling. Involve other family members in a discussion
about feelings for the day.
ASSESSMENT
The students will write a narrative about A Wonderful Terrific Very Good Day or A Terrible Horrible No Good Very
Bad Day. An assessment checklist is included.
GLOSSARY
1. angry – feeling or showing anger; a strong feeling caused by a person or thing that opposes, hurts, offends,
or annoys one.
2. disgusted – filled with disgust, a feeling caused by strong dislike.
3. excited – stirred up; aroused.
4. feelings – 1. state of mind in which joy, sorrow, fear, anger, or any similar sensation is felt; emotion. 2.
tender or sensitive side of one’s nature.
5. pleasant – 1. that pleases; giving pleasure; agreeable. 2. behaving in a pleasing way; friendly.
6. proud – 1. having a strong sense of satisfaction in a person or a thing. 2. having self-respect.
7. stressful – full of stress, strain, tension. 2. pressure caused by worry or too much work.
8. tense – 1. keyed up; strained. 2. stretched tight; strained to stiffness.
9. unpleasant – not pleasing; disagreeable.
Feelings
Essay Assessment Checklist
Name______________________________Date____________
Content:
Yes
No
Yes
No
1. The characters are clearly
identified
2. Feelings are clearly identified
3. Feelings are clearly expressed
by the character’s actions
Structure:
4. Complete sentences
5. Proper use of capitals
6. Sentences punctuated correctly
7. Sentences make sense
8. Sentences relate to topic
9. Sentences in logical sequence
10. Descriptive words used
GOOD FRIENDS
Purpose
The student will understand the importance of
positive self-concept, interpersonal relationships,
and the relationships of sound social, emotional, and
mental health practices to wellness.
Key Concepts
The learner will:
1. recognize the need for rules and fair treatment
of others.
2. recognize the importance of developing and
maintaining friendships.
MCS Standard 1
Students should be able to effectively demonstrate
knowledge and skills for good mental, social, and
physical health and safety.
Specific Expectation 5
Communicate emotions, feelings, and ideas in
positive ways and demonstrate skills (collaboration,
negotiation, refusal, goal-setting, decision-making,
and conflict resolution) for effective, responsible
interpersonal relationships.
Lifelong Learning Standards
 Students can effectively communicate with
different audiences, through a variety of
mediums, to achieve different purposes.
 Students can listen attentively and understand
the intended message or main ideas expressed
in spoken forms of communication.
 Students can work with team members from
diverse backgrounds to accomplish group goals.
Lesson 2.5
Time
2 periods of 30 minutes
Materials
1 strip of paper with child’s name on it
Paper and pencils
Construction paper
Crayons
Fresh fruit or canned fruit
Knife
Bowl (large)
Plates
Forks/spoons
Homework Assignment Sheets
Vocabulary
Cooperation
Friendship
Responsibility
Secret
Share
INVESTIGATION
Large Group Discussion
Begin a class discussion on the meaning of friendship. Discuss the responsibility of being a good
friend. Also discuss some things that friends do together (homework, play, etc.). Use examples
to show how friends share and cooperate with one another. Give each student a strip of paper on
which to write his/her name. Put all of the strips into a box. Allow each student to draw a strip
from the box. They must not tell whose name they drew. Explain to them that the name they
draw will be their “Secret Friend” for the week. Over the next week they will do nice things and be
kind to their “Secret Friend”.
APPLICATION
Choose one or more of the following:
1. Secret Friends
Materials: construction paper, and crayons
Give each student a sheet of colored construction paper. Ask students to create a greeting
card for their “Secret Friend” revealing who they are. (Tell them not to put their friend’s name
on the card to keep it a secret.) Collect the cards and save until the end of the week when
students can deliver them to their “Secret Friend”.
2. All About Me
Materials: construction paper, crayons, and pencils
Divide students into groups of three or four. Give each student a sheet of construction paper.
Ask each student to draw a picture of himself/herself and write his/her name on the front of
the paper. After each student has completed his/her picture, have him/her pass his/her
picture to each member of the group. Each member will then write a sentence focusing on a
positive quality about that person on the owner’s paper. (Make a list of possible words such
as cheerful, polite, helpful, funny, kind. etc.) Allow students time to share what they have
written about one another.
3. My Secret Friend
Materials: construction paper, and pencil
After students have learned the name of their “Secret Friend”, ask them to work together on a
special project. Provide them with two sheets of construction paper in different colors. Have
the student trace and cut out one another’s handprint. Write their names in the middle of the
handprints. Paste the handprints on a 9” x 12” construction paper. Display the student’s
work. Have each student write a paragraph about “My Special Friend”.
4. Friendship Fruit Salad
Materials: fresh fruit or canned fruit, knife, big bowl, plates, and forks/spoons
Ask the students to bring one washed fresh fruit or a small can of fruit to class. Cut the fruit
into bite-size pieces, mix together and serve as a snack. Discuss how doing things together
with a friend opposed to alone makes things much better.
HOMEWORK
Ask parents to help create a gift item for their “Secret Friend”. They could: make a paper
necklace, cover a box (jewelry box), write a poem, etc. These special gifts will be shared at the
end of the week. Have the students choose three friends in their class. They will write the
friends’ names on the attached notes and tell what makes them special. They will cut the notes
out and put them on the friends’ desk the next morning.
ASSESSMENT
Friendship Flip Book
Have the students choose a friend and develop a flip book telling what makes that person a good
friend. A friendship quality should be written and illustrated on each page and put together for
sharing a presentation. (Patterns for Flip or Pop-Up Books can be found in the Teachers
Resource Center at the Teaching and Learning Academy.)
GLOSSARY
1. cooperation – the act of working together
2. friendship – a significant relationship between two or more people, based on caring,
consideration, and trust
3. responsibility – 1. the quality or condition of being responsible. 2. something for which a
person is responsible; job or duty
4. secret – 1. known only to oneself or a few; hidden 2. keeping to oneself what one knows
5. share – n. the part that is given or belongs to one person; portion v. 1. use together; enjoy
together 2. divide into parts, each taking a part