Name of Activity

Emotion Faces

 

Originating Idea

Children experience many different emotions throughout the day. This activity helps them identify, name, and express those emotions while building empathy and recognizing how others feel too.

 

Curriculum Area

7. Self-Identity 9. Emotions 13. Cooperative Play

 

Materials

Emotion-themed books (e.g., “The Color Monster” by Anna Llenas, “Glad Monster, Sad Monster”)

Printed photos of the children showing various facial expressions

Emotion cards or visual charts with faces (happy, sad, mad, surprised, etc.)

Mirror (optional for self-reflection and expression)

 

Appropriate Age Group

4 Years Old

 

Beginning of Activity

Gather children in a circle and introduce the topic by saying:“ Today, we are going to talk about feelings. Sometimes we feel happy, sometimes we feel sad, and that’s okay! Let’s read some books and look at pictures of our friends to help us learn more about emotions.”Begin by reading a short story about feelings and discussing how the characters look and feel.

 

Middle of Activity

 

Beginning

The teacher shows a picture of a student or emotion face and names the emotion aloud.“Look at this face he’s frowning and has tears. He feels sad.”Ask the children to repeat the emotion word and mimic the facial expression.

 

Middle 

Show the photo and ask: “Who is this?” and “What emotion do you think they’re feeling?” Children begin to identify emotions based on facial expressions. Encourage peer recognition: “That’s Mia. She looks surprised!”

 

Later:

Children describe both who is in the picture and how they are feeling, using complete sentences.“That’s Logan. He looks mad because his eyebrows are down and his mouth is tight.”Prompt children to act out the emotion themselves and explain why someone might feel that way: “Show me your happy face! What makes you feel happy?”

 

End of Activity

Have each child take a turn going around the circle and sharing what emotion they are feeling right now. Encourage them to explain with a sentence like: “I feel excited because we are going to lunch!” Finish by transitioning into the daily routine (wash hands for lunch) with a calming emotion song or stretch.

 

Follow-Up Ideas

Add emotion-themed books and dolls with expressive faces to the library or dramatic play area. Create a “How Do You Feel Today?” chart for daily check-ins. Use mirrors in the classroom so children can practice expressing and identifying their own emotions. Revisit this activity throughout the year, connecting emotions to events in stories or the classroom.

 

 

 

Lesson 2

 

​

​

​

​

​

​

​

​

Name of Activity

Friendship Chain – Celebrating Our Class Community

 

Originating Idea

Children love creative art activities and seeing their work displayed in the classroom. This project shows that although we may all look different, we are all connected as friends and part of one classroom community.

 

Curriculum Area

7. Self-Identity, 8. Building Relationships Materials

Squares of construction paper in various skin tones and colors, Crayons or markers, Glue sticks, Wiggly eyes (optional), Tape or stapler to connect paper squares into a chain Mirror (optional for self-reflection)

 

Appropriate Age Group

4 Years Old

 

Beginning of Activity

Gather the children and introduce the idea by saying: “Today, we’re going to make a friendship chain! We’re all different, but we all belong in this classroom. We’ll each draw a picture of ourselves on a piece of paper, and when we put them together, we’ll see how we’re all connected as friends.”Hold up a sample square and describe how it shows one person in the classroom.

 

Middle Activity

 

Beginning:

Help children grip crayons and guide them to make marks or color freely on their squares. Encourage basic facial features: “Can you make two eyes and a big smile?”Name body parts as they draw: “That’s your nose! Let’s add your hair.”

 

Middle:

Ask children to observe their skin tone, hair color, and eye color using a mirror or by comparing them with crayons.“What color should we use for your hair?” Help with placing wiggly eyes or drawing them and with sequencing: face first, then hair or shirt. Begin connecting finished drawings into a chain and talk about how friends link.

 

Later:

Children begin independently drawing with more detail hair, shirt, facial expressions. Facilitate a brief group discussion: “What makes a good friend?” “How are we the same, and how are we different?” Emphasize classroom unity as the chain grows longer: “Look how many friends we have in our room!”

 

End of Activity

Give children 5 minutes to share their drawings with the group. Ask: “What do you like about your drawing?” “Where should we hang our friendship chain so everyone can see how special we are?” Help tape or staple the chain at eye level, allowing the children to help decide the best spot.

 

Follow-Up Ideas

Hang the chain where children can see and revisit it daily as a reminder of friendship and classroom belonging. Add books on friendship and diversity to the reading area (e.g., “The Family Book” by Todd Parr and “All Are Welcome” by Alexandra Penfold). Create a “Classroom Friends” book with individual self-portraits and short quotes: “I am a friend because…” Revisit the chain throughout the year and add to it with new students or special events.

 

 

Lesson 3

 

​

​

​

​

​

​

​

Name of Activity

My Emotion Book – Working Together to Understand Feelings

 

Originating Idea

Children love to draw and express themselves through pictures. Creating an emotion book with a partner helps children recognize feelings, learn new vocabulary, and practice working cooperatively.

 

Curriculum Area

10. Emotions, 11. Building Relationships

 

Materials

Blank paper (stapled into small “books” or folded in half), Crayons, or markers. Emotion word cards or visual emotion chart (happy, sad, angry, scared, etc.) Mirror (optional for observing their expressions)

 

Appropriate Age Group

4 Years Old

 

Beginning of Activity

Gather children in small groups and say: “Today we will make a special book about feelings! You will work with a partner to draw different emotions and write their meaning. We all have feelings daily, and it’s important to understand how we and others feel.”Review 4–5 common emotions using a picture chart or facial expressions. Model how to draw a face and label the emotion word.​

 

Middle Activity

 

Early:

Children begin by identifying basic emotions with picture support. The teacher helps them draw simple faces (e.g., eyes, mouth) to show a chosen feeling. Offer language prompts: “This is a happy face. Can you draw a big smile?”

​

Middle 

Children independently draw 2–3 emotions in their book.

Encourage partners to share ideas: “What makes you feel angry?”

Help them write or dictate short phrases: “I feel sad when my toy is lost.”

Teachers circulate to support vocabulary use and turn-taking.

 

Later 

Children create a complete mini-book with several emotions, including one they choose themselves.

Pairs discuss their drawings and present to the group: “This is our book. We feel excited when we go to the park.”

Encourage them to compliment their partner’s ideas and pictures.

 

End of Activity:

Gather the group and allow pairs to share one page from their Emotion Book.

Reflect together: “How does it feel when someone listens to how you feel?”

Reinforce that all feelings are normal, and we can talk about them with trusted people.

​

Follow-Up:

Create a "Feelings Wall" where children can post drawings from their books.

 Send home a copy or picture of their emotion book with a note

                 encouraging families to talk about feelings together.

Next Step Activity: Introduce puppets or role-play to act out emotions and practice positive responses.