Identifying+and+Managing+Feelings+-+I

Lynn Mayberry-Burke, Grade 2 Large piece of blue butcher paper 4 “ by 4” squares of white paper markers, colored pencils, or crayons Refer to the previous lesson (Dr. Seuss’ //__My Many Colored Days__//) about how colors communicate feelings. Refer to the examples that were identified in the book. Discuss how blue is often associated with sad feelings. Ask the children why they think that might be. Tell the students that you will be reading a story that describes different blue or sad feelings. At the end of the story, the author describes different ways to cheer yourself up. While the students are listening to the story, have them think of ways they cheer yourself up when they are feeling blue. At the end of the story, discuss the different strategies that the students think of for managing their sad feelings.
 * Lesson:** Identifying and Managing Feelings
 * Standard(s):** 1A and 2A
 * Materials:** Book //__The Blue Day Book for Kids: A Lesson in Cheering Yourself Up__// by Bradley Trevor Greive
 * Time:** 30-45 minutes
 * Goals:** Identify strategies for managing sad feelings
 * Lesson Description:** Teacher begins lesson by having the children think of a time when they felt sad and ask them to share this experience with a shoulder partner. If time allows, some of the children could share their experiences with the whole group popcorn style.
 * Activity/Assessment:** After reading and discussing the story, give the students their white square of white paper. Have them complete the sentence starter //“When I feel blue, I…”// Have the students draw a small picture to go along with their sentence. Glue the students’ strategies for managing their sad feelings on the blue butcher paper and display in the room as a resource. Share the poster with the students. Ask them to find more ideas for cheering themselves on the poster.