After each poem, the class engaged in a discussion about the emotions presented, sharing their thoughts and personal experiences. This helped the children better understand and recognize different feelings.

At the end of the activity, the students expressed their emotions through drawings. Each child then had the opportunity to present their drawing to the group and explain how they were feeling and what situations made them feel that way, fostering empathy, communication, and emotional expression among classmates.

The students listened with curiosity and together they discussed the emotions that appeared in the stories. This open conversation encouraged the children to recognize and talk about their own feelings in a supportive environment.

Afterwards, each child created a drawing representing an emotion they had experienced. They shared their drawings with their classmates, explaining when they felt that way and what had caused the emotion. The activity helped students develop emotional awareness, empathy, and confidence in expressing their feelings.

After drawing, reading, and speaking about them. We have a reflextion time sharing when we feel these ways. It was a good time listening to such young children express themselves and understand each others.

First, I asked the children what emotions were. One of them answered that “they are feelings” (Íris). From this sharing, we talked about the idea that not all people feel the same way and that, in different situations, we can feel in different ways. During this dialogue, the children identified several emotions and feelings, remembering that we can feel: “angry” (Gabriela), “sad” (Duarte), “envious” (Madalena S.), “loving” (Leonor S.), “happy” (Cauã), “joyful” (Afonso and Leah), “happy” (Íris), “afraid” (Rodrigo), “ashamed” (Gabriel) and “anxious” (Gabriel).

Then we explored the story The Color Monster, by Anna Llenas. From this reading, each child chose an emotion, related or not to the story, and was invited to share when they feel that way and why.