Feelings and emotions for kids lesson plans

Teachers & homeschoolers · Lesson plan · Updated October 1, 2026 · LearnLife Editorial

What grade levels is this feelings and emotions lesson plan suitable for?

This feelings and emotions lesson plan is tailored primarily for preschoolers through early elementary students, generally ages 4 to 8. Preschool children are developing basic emotional recognition and need simple, concrete examples of feelings such as happy, sad, angry, and scared. Elementary students can explore a broader range of emotions, including frustrated, excited, proud, and calm. Adjustments in vocabulary complexity, examples, and activities should reflect the developmental level of the learners.

For example, with preschoolers, you might say, “When you get a hug from your mom, you feel happy!” For first or second graders, you can introduce the idea that “Sometimes you feel nervous when you try something new, and that’s okay.” By understanding these developmental differences, teachers and homeschoolers can scaffold instruction to match children’s emotional understanding and language skills.

Additionally, this lesson plan is flexible enough to be adapted for mixed-age groups by layering complexity. Younger children can focus on basic feelings, while older kids can discuss causes of emotions and ways to express or regulate them. By selecting age-appropriate stories, examples, and response methods, educators can meet diverse learners’ needs.

What are the learning objectives and timing for this lesson?

The primary learning objectives for this lesson are to help children:

• Recognize and name common emotions
• Understand that all emotions are natural and okay to feel
• Express their feelings verbally and through creative activities
• Identify emotions in others and develop empathy

A clear timing structure keeps the lesson focused but flexible. Here’s a suggested timing breakdown for a 45-minute session:

For shorter periods (30 minutes), reduce the main activity and discussion accordingly. For longer sessions, add extension activities such as storytelling or role-play. Be prepared to adapt pacing based on children’s engagement and attention.

What materials are needed for this lesson?

Materials are simple and commonly found in classrooms or homes:

• Plain paper and crayons, markers, or colored pencils for drawing emotions
• A feelings or emotions chart/wheel to visually illustrate different feelings (optional but helpful)
• Emotion flashcards or pictures (can be hand-drawn) showing faces expressing various feelings
• A mirror for children to see their facial expressions while practicing emotions
• A comfortable space arranged in a circle for group discussions and activities

For example, you can create your own emotion flashcards by drawing faces with different expressions on index cards. Using a feelings wheel (related lesson plan) helps children connect emotional vocabulary to facial expressions and body language. No printed worksheets are necessary, simplifying preparation for educators.

If technology is available, showing short video clips or animations illustrating emotions can supplement instruction. However, the focus should remain on interactive, hands-on activities that encourage children to actively express themselves.

How should the warm-up activity be conducted?

Start the lesson by gathering children in a circle and asking a simple, engaging question such as, “How are you feeling right now?” Encourage each child to choose one word that describes their current feeling, such as “happy,” “tired,” or “excited.” For children who find it difficult to verbalize feelings, suggest using a gesture or showing a facial expression instead.

Next, use a mirror activity: pass around a handheld mirror and invite children to look at their faces and try to make a “happy face,” “angry face,” or “surprised face.” You can model this by making exaggerated facial expressions yourself and describing the feeling aloud, e.g., “See how my eyebrows go up when I’m surprised?”

This warm-up helps children connect internal feelings to external expressions and primes them for the vocabulary and activities ahead. It also builds a safe, supportive environment where emotional sharing is normalized.

To ease shyness, allow children to pass if they want but encourage participation by praising all attempts. Starting with playful activities lowers anxiety and increases engagement.

What key points should be covered during direct instruction?

During direct instruction, introduce emotions in clear, simple terms that children can understand easily. Explain:

• “Feelings are the emotions inside us that tell us how we feel.” Use examples children can relate to, like feeling happy when playing with friends or sad when a toy breaks.
• Name and define six to eight basic emotions: happy, sad, angry, scared, surprised, calm, and excited. Use pictures or flashcards to illustrate each emotion.
• Emphasize that all feelings are okay: “Everyone feels different things sometimes, and that’s perfectly normal.”
• Discuss that feelings can change quickly: “Sometimes you feel happy, then a little sad, and that’s okay.”
• Highlight how people show feelings in different ways: “Some people smile when they’re happy, some laugh, and some jump up and down.”

Use phrases children can repeat, such as “I feel ___ when ___.” For example, “I feel sad when I can’t find my book.” This sentence frame supports children in expressing emotions verbally.

Encourage children to share examples from their own experiences. For instance, ask, “Can you tell us about a time you felt scared?” If a child is unsure, you can suggest prompts like “What do you feel when it’s dark?” This builds emotional vocabulary and understanding.

What are the steps for the main activity?

The main activity offers hands-on practice identifying and expressing emotions through creative and interactive methods. Here’s a detailed step-by-step plan:

1. Emotion Drawing: Give each child paper and drawing tools. Ask them to “Draw a time when you felt happy” or “Draw a face showing anger.” Encourage them to use colors and shapes to express their feelings. For example, red might show anger and blue might show sadness. Walk around and prompt children with questions: “What made you feel happy in your picture?” or “What do you do when you feel angry?”

1. Emotion Charades: Write emotion words on slips of paper or use flashcards. Children take turns silently acting out an emotion while classmates guess which one it is. For example, a child might pretend to shiver and say nothing to show feeling scared. This activity strengthens nonverbal emotional recognition and empathy.

1. Emotion Sorting: Lay out emotion flashcards or pictures and ask children to sort them into categories such as “Feel good” and “Feel not so good.” Alternatively, sort by intensity (mild to strong). Discuss why some emotions feel good and others don’t, reinforcing emotional awareness.

1. Sharing Circle: Invite children to share their drawings or talk about the emotions they acted out. Use sentence starters like “I felt ___ when ___” or “My picture shows how I feel when ___.” This verbal sharing reinforces emotional vocabulary and builds social connections.

These activities combine visual, kinesthetic, and verbal learning styles, which helps all learners engage deeply with emotions.

What discussion questions help deepen emotional learning?

Group discussion allows children to reflect and develop empathy. Consider these questions:

• “What are some times you have felt happy? What about times you felt sad?”
• “How can you tell when a friend is feeling scared or angry?” (Prompt children to notice facial expressions, tone of voice, or body language.)
• “What are some things you can do when you feel upset or mad?” (Encourage sharing calming strategies like taking deep breaths or counting to five.)
• “Why is it important to tell someone how you feel?” (Discuss how sharing feelings helps others understand and support us.)
• “How can we help a friend who is feeling sad or scared?” (Brainstorm comforting actions like giving a hug or listening carefully.)

Encourage children to listen respectfully and validate others’ feelings. Use phrases like “Thank you for sharing that” or “I feel that way sometimes too” to model empathy.

This discussion helps children integrate emotional knowledge with social skills, preparing them to respond kindly in real-life situations.

How can understanding be assessed or checked at the lesson’s end?

Assessment should be informal and supportive to encourage openness. Use one or more of these methods:

• Exit Ticket: Ask each child to say or show one emotion they learned about today. For instance, “Show me your happy face” or “Tell me one time you felt scared.”
• Drawing Review: Collect drawings and note if children correctly represent the emotions discussed. Ask children to explain their pictures briefly.
• Thumbs-Up/Thumbs-Down: Hold up flashcards with emotion words and ask children to give a thumbs-up if they know the feeling or thumbs-down if they don’t.
• Emotion Sentence: Have children complete the sentence “I feel ___ when ___” verbally or in writing, depending on ability.

This informal assessment checks emotional vocabulary recall and comfort with expressing feelings. It also helps teachers identify children who may need extra support.

How can homeschoolers differentiate or extend this lesson?

Homeschoolers can tailor this lesson to individual children’s needs and pace:

• For younger or shy children, focus on just two or three basic feelings and use more play-based activities such as dolls or puppets acting out emotions. Use stories or picture books about feelings to create a natural learning flow.
• For children who grasp emotions quickly, introduce the idea of mixed feelings (e.g., feeling happy and nervous at the same time) and emotional triggers. Use role-plays that simulate common situations where emotions arise.
• Encourage journaling or drawing emotions daily to build consistent emotional awareness. For example, “Draw a picture of how you feel before bedtime.”
• Teach calming strategies alongside emotional recognition, such as deep breathing or counting quietly. Have children practice these when they feel upset.

Extensions include making a personal feelings wheel or emotion diary, reading related books, and using videos that model emotional expression. Homeschoolers can integrate lessons flexibly throughout the week, reinforcing emotional literacy in varied contexts.

Teachers and homeschoolers may also explore related resources such as emotional regulation techniques for young children, and activities for teaching feelings to kids.

Frequently asked questions

How do I teach feelings to preschoolers who can’t talk well yet?

Use facial expressions, gestures, and picture cards to show emotions. Label feelings frequently and encourage children to mimic faces or point to pictures. Songs, storytime, and play-based activities help preschoolers connect words to emotions before they can speak them fluently.

What if a child is very shy about sharing emotions in class?

Respect their comfort and offer alternative expression methods, like drawing or using puppets. Provide opportunities for one-on-one sharing or small groups. Model sharing emotions yourself to build trust and create a safe environment.

How often should feelings lessons be taught?

Regular practice supports emotional literacy best. Short, frequent sessions or daily emotional check-ins help children learn steadily. Integrate feelings language into everyday routines, like morning greetings or transitions.

Can I adapt this lesson for virtual learning?

Yes. Use video calls for facial expression games, emotion charades, and sharing circles. Children can draw on paper and share via camera. Digital drawing tools can supplement if available. Encourage active participation through chat or reactions.

How should I handle strong emotions that arise during the lesson?

Stay calm and validate the child’s feelings with phrases like, “It’s okay to feel that way.” Offer a quiet space or calming tools as needed. Inform parents or guardians if emotions overwhelm the child and seek support from school counselors if available.