EL Support Lesson

Making Connections with Our Feelings

In this feelings-focused lesson, ELs will practise identifying feelings and using feeling words as they reflect on the end of year one and the beginning of year two. It can be used on its own or as support to the lesson The Night Before year two.
This lesson can be used as a pre-lesson for theThe Night Before year twoLesson plan.
GradeSubjectView aligned standards
This lesson can be used as a pre-lesson for theThe Night Before year twoLesson plan.

Students will be able to reflect on their own feelings about moving to year two.


Students will be able to use emotion words to share their feelings with grade level words using visual and written supports.

(2 minutes)
Understanding FeelingsTeach Background Knowledge TemplateWrite Student-Facing Language Objectives ReferenceMindfulness: Guide to Feelings CardsGlossary: Making Connections with Our FeelingsVocabulary Cards: Making Connections with Our Feelings
  • Ask if anyone has ever felt "happy" before. Pause to allow think time, and then have students turn and talk to a partner to share something that makes them feel happy.
  • Gather students together and explain that today you will be reading a story about all different kinds of feelings, and that the students will get a chance to think about their own feelings about the end year one.
(5 minutes)
  • Provide student-friendly definitions of the vocabulary words for the students in the form of prewritten cards and/or visuals. Incorporate home language definitions as needed.
  • Explain that emotions are what we call our feelings or how we explain how we are feeling on the inside. We use many different words to explain how we feel.
  • Read aloud a list of feeling words: anxious, worried, happy, sad, excited, and scared. As you read the words aloud, provide examples of when you might feel that way. Say, "I feel happy when it is my birthday."
  • Have students stand up and practise showing how different feelings look on their faces and bodies as you repeat the feeling words again.
(10 minutes)
  • Display precut Mindfulness: Guide to Feelings Cards and the Vocabulary Cards on the board for students to reference.
  • Read aloud Wemberly WorriedBy Kevin Henks
  • Pause as you read to point out the feeling words and ask the students to reflect on how the main character might be feeling.
  • Have students refer to the feeling cards and use sentence frames as they share their reflections. For example, "I think she feels ____Because ____."
(10 minutes)
  • Pass out the Understanding Feelings worksheet to each student.
  • Read aloud the directions and provide a home language glossary as needed.
  • Have students complete the worksheet independently.


  • Work with a small group of students to practise identifying and using feeling words.
  • Encourage students to focus on facial expressions to illustrate their feelings.


  • Have students write complete sentences to describe their feelings for each of the pictures.
(5 minutes)
  • Ask students to think about the end of year one. Tell students that now they will get to draw a picture and finish a sentence about how they are feeling about going to year two.
  • Pass out an index card to each student.
  • Provide the following sentence frame for students to use to label their picture, "I feel ____." Prompt them to use the feeling words on the mindfulness cards as a support.
(5 minutes)
  • Review that we all have many different feelings inside of us and that it is important to know how we feel so that we can share those feelings with our friends and families.
  • Have a few students share out their feelings with the class.

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