1. I can use a range of words to describe my feelings
Year 4 – Feeling good and being me
I can use a range of words to describe my feelings
© Leeds South and East CCG

2. Learning outcomes Knowledge Skills
I can extend my vocabulary so I can explain both the range and intensity of my feelings to others
I recognise and respond appropriately to a wider range of feelings to others
I can talk about an event that made me have strong feelings
I can listen to someone else talking about a similar event 2

3. How we will work together
Can you remember the group agreement we have already talked about, let’s take a minute to think about them.
Teacher notes
Read these through with the children. Hopefully the ground rules will be displayed in the classroom already. 3

4. What do we already know? Brainstorm different feelings
Children work in groups and record a feeling on a separate piece of paper. They then record any other words/phrases associated with that feeling. 4

5. Let’s get started What do you feel?
Do you think it is important for people to discuss their feelings?
Why?
What do you feel?
Discuss why it is good to share feelings. Ask children to thing about which feelings are good and bad. Is it more important to share good or bad feelings? Help children understand that is good for us to talk about our feeling whether they are good or bad but the negative feelings we have a really important to discuss so that we can deal with them and feel better. 5

6. Thesaurus work
Use a thesaurus to find different words for each feeling
Children add post it notes to their large sheets to find further vocabulary for each feeling. Then discuss these as a class and encourage children to add to their sheet if they heard words they haven’t used. Children may want to add phrases or little images. Ask children to identify the words that show intense feelings. Explain if necessary. Help children understand the difference between feeling a bit sad to feeling devastated/ cheerful and elated etc.
Explain that you would like the children to be using these new words throughout the session. 6

7. How do feelings affect us?
Think about what happens to you when you experience different feelings
How do you feel when you are angry?
Watch the clips on the BBC website and return back to the PowerPoint to continue the lesson.
Discuss difference between emotional and mental health.
Mental health involves cognitive thinking and processing of information. Forming opinions, making decisions and using logic are all components of mental health. Emotional health involves being able to express your emotions in an appropriate way.
How do you feel when you are angry? What do you do? Is it ok to be angry? Ensure that children know that is it ok to feel angry and that everyone experiences this feeling. Dealing with the anger in an appropriate way, so that we are able to stay calm, is what is important. Invite children to discuss any strategies they used to control their anger. Discuss the range and intensity of feelings e.g. feeling a bit cross and feeling furious. What is the difference?
Discuss how our bodies react to other feelings. What can we do if we feel sad/lonely? Discuss the importance of sharing our feelings so that people understand and are able to support us. Discuss some of the dangers of keeping negative feelings inside. Keep reinforcing the fact that these emotions are normal and experienced by everyone but for those people that experiences sadness/fear/anger etc. regularly without knowing how to manage them can lead to problems with emotional and mental health.
It may help children to refer to this as a ‘healthy mind’ so that we are able to feel good and make positive choices.
Intensity of feelings 7

8. How do they feel?
Look carefully at each card and decide how you think each person might be feeling.
Scenario cards. How is each person feeling? Children read the cards and think about how each person is feeling. They may want to sort them into groups if they think some cards show the same feeling. You may want to use post its for children to labels the feelings they think could be shown. Encourage children to use some of the new vocabulary gathered. Ask children to think about the intensity of the feelings.
Encourage lots of discussion. If children are not agreeing explain that this is ok. People react to things differently and what makes one person angry may not concern another person. Explain that it is important to know this so that we can understand that people are different and react to things in different ways.
Share ideas as a class. Focus on those cards that could have raised lots of different feelings. 8

9. How do we manage our feelings?
How do you think the girl was feeling at the start? How did she feel at the end? Why do you think she reacted that way?
Ensure children understand that feelings of sadness/loneliness etc can sometimes be visible as a different feeling. The girl didn’t know how to/ or want to share her feelings or worry or upset so instead she got angry with her dad. This led to an argument and probably led to her feeling even worse than before. If we don’t know how to manage our feelings / share them with others it can make use feel worse and lead to arguments / fall outs.
Ask the children to think about what the girl could have done differently which could have resulted in her feeling better – discuss.
Discuss other negative feelings and possible strategies for dealing with them.
Watch the film clip 9

10. How has our learning progressed?
Sharing feelings and experiences
Look at the extended vocabulary of feelings sheet. Choose a word and ask children to think of a time that they have felt this way. Alternatively ask children to think of a time that evoked strong feelings. Invite children to share their experience. How did your body feel? Ask children to share an experience where they might have dealt with their feelings in the wrong way. E.g. shouted, stormed off, kicked etc.. As a class think about an alternative way of dealing with that feeling. Remind children of learning episode 2 (How our bodies reacts to different feelings) If you saw someone that you thought looked terrified/lonely/furious…. What do you think you could do?
Have some scenarios in mind in case children do not want to share experiences. 10

11. Taking the learning away
Look out for people showing different feelings and think about how you could support them
The next time you feel sad/angry think about the different things we have discussed. What is the best way to respond to those feelings?
Remind children of the importance of sharing feelings and helping others to share their feelings. 11

12. Additional resources and help
Talk to your teacher or an adult in school
Talk to your Mum, Dad or someone you trust at home about how you are feeling
If you have them: – Write your worry down and post it in the class worry box – Talk to a peer mediator in your school – Write your worry down on the worry wall on the school’s website
Contact:
Where can I go for help? 12