IF YOU'RE HAPPY

Well, sometimes you are happy, and sometimes you are not - and that's O.K.!! Helping children identify different feelings and deal with emotions in an acceptable way is part of the "hidden curriculum" that teachers deal with daily. Let's get started with a few new verses to a song everyone knows.


If You’re Happy and You Know It (Traditional tune)
If you’re happy and you know it, clap your hands.
(Clap twice.)
If you’re happy and you know it, clap your hands.
(Clap twice.)
If you’re happy and you know it,
Then your face will surely show it. (Smile.)
If you’re happy and you know it, clap your hands.
(Clap twice.)

If you’re sad and you know it cry your eyes… (Rub eyes.)

If you’re mad and you know it stomp your feet… (Stomp feet.)

If you’re scared and you know it shiver and shake…
(Wrap arms and shake.)

If you’re surprised and you know it say, “Oh, my!”…
(Open eyes wide.)

*Let children suggest other emotions and movements.

*Discuss what causes different emotions and appropriate responses. What makes you happy? What can you do when you’re happy? What makes you stressed? What can you do when you’re stressed?

*Learn sign language for the different feelings and practice them as you sing the song.


Collaborative Books 

Make class books such as “Things to Be Happy About,” “Things that Bug Us,” or “Scary Things.”


Connections with Characters

As you read books to the class, encourage students to describe how characters are feeling. Have they ever felt like that?


Vocabulary

Extend vocabulary by brainstorming different ways to say “happy,” “sad,” “angry,” “surprised,” etc. Draw expressions on paper plates and put them on a bulletin board. Write different synonyms for each emotion underneath.

Dramatize 

Let children pantomime different feelings as friends try and guess what they are.

Here are patterns for the expression puppets:
https://drive.google.com/file/d/0B1SnEagA4jljQjJ5S3F5TUl4aW8/view?usp=sharing

Role Play - Divide children into small groups and let them make their own expression puppets. Encourage them to role play different scenarios with their puppets.

LINE UP

Children and lines are not a “perfect fit,” but these songs and movements will engage them in a positive direction.

Lining Up Is Easy to Do ("Cadence" - Children repeat each line.)
Lining up is easy to do (Slap thighs to the beat)
When you take care of only you.
Feet together hands by sides,
We've got spirit, we've got pride.
Sound off - 1, 2
Hit it again - 3, 4
Out the door - 1, 2, 3, 4,
1, 2 - 3, 4

Line Up Song
(Tune: “Gilligan’s Island Theme Song”)
I’m looking straight ahead of me
My arms are at my sides.
My feet are quiet as can be
I’m ready for outside.

Line Up Song
(Tune: “Hi Ho, Hi Ho”)
Hi ho, hi ho, it’s off to (lunch, play, home, etc.) we go.
With our heads held high and arms by our sides
And our belly buttons all in a row.



Hips and Lips
Children place one hand on their hip and one finger on their lips.

*Hips, Lips, Zip, Flip
Teacher says "Hips" - children put one hand on their hips.
Teacher says "Lips" - children put index finger from the other hand on their lips.
Hallway Trip
“Zip” – pretend to zip your lips.
“Flip” – fold arms across your chest.
“We’re ready for the hallway trip.”

Let’s Pretend!
Marshmallows - Have the children put “marshmallows” in their mouths (Puff out cheeks.)
and put “marshmallows” on their feet. (Model walking slowly and gently.)
Museum Hands – Children clasp their hands behind their backs.
Butterfly Wings or Angel Wings - Children put their hands behind their backs and stick out their elbows and flap them like wings.
Bears and cave – One hand is the bear and insert it in the other hand behind your back.

Fix It Up
When students forget school rules and appropriate behavior, simply say:
STOP! (Put your hand in the air.)
BACK IT UP! (Have them return to their seats.)
FIX IT UP! (Choose a child to describe the appropriate behavior.)

A E I O U
A E I O - You may be dismissed.
(Point to children as you say the vowels. The child who would be “U” may line up.)

Wall Push Ups
While children are waiting and standing in line in the hall encourage them to do push ups against the wall.


Locket Pocket
To line up the teacher says: Locket. (Pretend to lock lips.)
Children respond: Pocket. (Pretend to put the key in their pocket.)