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Llama Llama's Feelings

Explore feelings with the book Llama Llama Red Pajama by Anna Dewdney. Students will create their own Llama showing an emotion found in the book.

  • Grade 1
  • 30 Minutes or Less
  • Directions

    1. Pre-cut brown Crayola® Construction Paper in the shape of Llama’s neck and head. Pre-cut pajamas for Llama out of construction paper. While Llama’s pajamas are red in the story, you may wish to provide alternate colored pajama templates for your students. Place materials for each student in a zipper lock food storage bag.
    2. Introduce Anna Dewdney’s book, “Llama Llama Red Pajama” to students. Visually share the book’s end pages, asking for comments on what the class notices. Hint to the group that they may be seeing these patterns later in the story.
    3. During the read aloud, provide time for students to comment on the book, its character, and illustrations. Point out the various terms presented in the story, such as fret, whimper, moan, boo hoo, holler, pout, etc. Discuss types of emotions connected with these terms. Make a list of these on a classroom white board using Crayola Dry Erase Markers. Follow-up by inquiring about facial expressions that might show these emotions. Practice these facial expressions with the group. (If the classroom is equipped with multiple mirrors, ask students to look at how they show these facial expressions.)
    4. Once the read aloud has concluded, ask the class where in the story they saw the patterns first viewed on the book’s end pages; Baby Llama’s blanket is the same! Question the group about favorite blankets or articles of clothing and how they feel when holding their favorites.
    5. Upon returning to work areas, provide each with a piece of black construction paper, a Crayola Glue Stick, and a bag with the pre-cut materials. As the group begins to organize their artwork, remind them of the terms explored in the story and the facial expressions they connected to each. What expressions will each of their llamas have? When creating the faces of their llamas, students draw a self-selected facial expression using Crayola Markers, Crayons, or Colored Pencils.
    6. Crayola Markers, Crayons, or Colored Pencils can be used to create student interpretations of Baby Llama’s blanket. Encourage experimentation with the markers!
    7. Once student artwork is complete, ask them to identify the feelings expressed in their llamas’ faces. Can they find another student’s llama with that same feeling? Can they find a llama with a different feeling? Allow students to walk around and compare expressions.
  • Standards

    LA: With prompting and support, identify characters, settings, and major events in a story.

    LA: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

    LA: Actively engage in group reading activities with purpose and understanding.

    LA: Speak audibly and express thoughts, feelings, and ideas clearly.

    LA: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

    LA: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from an array of strategies.

    Math: Identify and describe shapes.

    VA: Students will initiate making works of art and design by experimenting, imagining and identifying content.

    VA: Students will investigate, plan and work through materials and ideas to make works of art and design.

  • Adaptations

    Half of the class creates a llama and the other half could create his mama. After the art work is complete, see if your students can find a partner who has the same expression in the opposite character. Make it a game: Can llama find his matching mama?

    Consider asking students to add a speech bubble to their artwork that enhances the facial expression, such as “worried” or “happy.” This can be extended beyond the terms provided in the read aloud, or synonyms and antonyms can be organized by students, using the original terms as a jumping off point. Use these terms to begin writing complete sentences, such as, “Today I am happy to be in school.”

    Discuss the patterns seen in Baby Llama’s blanket. Ask children where they see patterns in their everyday lives. Grant time to explore the classroom and/or school grounds to recognize patterns. Provide students with clip boards, colored pencils, and construction paper to sketch the patterns that they uncover.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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