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      Feelings Box Lesson Plan

      Grace Chen By Grace Chen | 5/30/16 11:35 AM | Autism & Preschool Lesson Plans | 0 Comments

      Lesson Overview

      Students will review the Emotion Flash Cards and create their own chart depicting various emotions. Students will then think of emotions they show outside and inside to make a feelings box.

      Download Lesson Plan:



      • Emotion identification and vocabulary

      • Fine motor development

      • Conceptualization skills


      • Stages Emotion Flash Cards

      • Shoebox

      • Acryllic paint with assorted colors

      • Water

      • Paintbrush

      • Coloring materials with assorted colors (such as markers, crayons, or colored pencils)

      • 11 x 14 inch plain white paper

      • Scissors

      • Mod Podge or other craft glue


      This lesson is designed for 1:1 instruction with a teacher or therapist but can be adapted for a small group.


      To prepare, educators should put all color materials to side so that the student is not distracted while reviewing the emotion flash cards.



      1. Hold up an emotion card and ask student to identify the emotion.
      2. Ask students to fold a paper into 12 boxes and ask students to name various emotions that they will write in the boxes.
      3. Ask the student to draw a symbol for each emotion in each box.
      4. Cut out the boxes to make cards.
      5. Show the student a shoebox and ask the student what color represents what they feel on the inside and what color represents what they show on the outside. Students will paint the box with acrylic paint.
      6. Ask the student to paste cards that represent how they feel on the outside on the outside of the box and how they feel on the inside on the inside of the box.


      Shop For Emotion Cards


      Grace Chen Grace Chen is currently pursuing an Ed.M. in Arts in Education at Harvard Graduate School of Education. She has been a teaching artist, curriculum developer, and research assistant focusing on innovative evaluations in out-of-school time programs. She hopes to develop resonant and empowering art programs by partnering with youth in educational research and practice.

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