Topic: Knowing Your Feelings - Login
Emotional Management K4?K5
Topic: Knowing Your Feelings
Learning Intentions: We will be able to:
1. Think about what happened 2. Decide on the feeling 3. Say, "I feel __________________."
Success Criteria: We know we're successful when we can think about what happened, decide on the feeling, and say, "I feel ____________."
Materials for Activity: Paper strips with scenarios written on them and something to put these in, envelopes with feelings pictures/cards in them
Standard Circle Setup:
? Chairs in a circle ? Centerpiece ? 2?3 talking pieces (to allow selection) ? Shared agreements (refer to your school PBIS expectations)
Teaching Procedure:
? Welcome and names ? Reminder: shared agreements (refer to your school PBIS expectations) ? Begin with a mindful practice (see "Menu of Mindful Practices"). ? Identify topic: KNOWING YOUR FEELINGS
Today we are going to learn a really helpful skill. It's called knowing your feelings. ? Opening circle question/prompt:
o Who can name feeling words? Make a list of feeling words that students identify.
o Who can tell me about a time when you felt happy? Angry? Sad? ? Explain need for skill (connect with PBIS when appropriate):
o Knowing your feelings is being responsible because when you can identify how you are feeling, it is easier to decide what to do about that feeling.
o Knowing your own feelings also helps you figure out how other people might be feeling. This is helpful so we can be respectful to others.
? Teach learning intentions: o Think about what happened. Discuss what happened that may have caused the feeling. Also talk about the signals the children's bodies give that indicate they are having a strong feeling.
Milwaukee Public Schools
Office of Academics
June 2017
Emotional Management K4?K5
o
Decide on the feeling. Discuss a variety of feelings such as anger, happiness,
frustration, fear, and so on.
o
Say, "I feel __________."
o
Success Criteria: We know we are successful when we can think about what happened,
decide on the feeling, and say, "I feel _________________."
A. Model examples and non-examples of knowing your feelings: Today we are going to do an activity where you try to figure out feelings. I want you to listen to my words and look at my face and body to see if you can figure out the feeling. We are going to do thumbs up for a correct answer (model) and thumbs down for an incorrect answer (model). a. I have a smile on my face, my teeth are showing, and the corners of my mouth are up. I am happy. Model this face. Thumbs up if this is correct; thumbs down if this is incorrect. Show me. Thumbs up--correct answer is happy. b. The corners of my mouth are down and I have tears in my eyes or my eyes might be looking downward. Model this face. I am calm. Thumbs up if this is correct; thumbs down if this is incorrect. Show me. Thumbs down--correct answer is sad. c. Model as you are talking. I have my hands in a fist, and my lips are pressed tight together and tense. I am mad. Thumbs up if this is correct; thumbs down if this is incorrect. Show me. Thumbs up--correct answer is mad.
B. Provide students with examples and non-examples of knowing your feelings, such as: a. You are on the playground and someone takes the ball from you. You clench your hands into a fist, narrow your eyes, and clench your lips tightly together. How do you feel? b. The cafeteria is serving your favorite lunch today. How do you feel? c. A classmate who is usually your friend calls you a name. How do you feel?
C. Practice/Role Play 3x: Have each student describe a situation in which they might want to use this skill. Role play these situations or use the scenarios below. Have some scenarios written on paper strips and have students choose and act out an emotion for the situation. (For a detailed model of how to use role play and give feedback, see Skillstreaming.) a. You get a smiley face on an art project. b. You don't get called on when you have your hand raised. c. You lost your favorite book. d. Your teacher said something nice to you. e. Someone took your favorite crayon.
Milwaukee Public Schools
Office of Academics
June 2017
Emotional Management K4?K5
Activity to Practice Skill:
Picture/Card Feeling Stories. Put students in pairs or let them pick a partner to work with. Give each an envelope with one picture of a person from a magazine or one computer-made picture with facial expressions on them. Ask them to create a short story using their feeling pictures. Model the activity for students. Take out an envelope. It has a picture of a boy crying. Tell the students the following story. This is Bobby. He has a puppy named Leo. In this picture he is very sad (sad picture) because his puppy ran away and he has looked around the neighborhood for his puppy. Bobby hears a bark and spots Leo behind the grocery store. He calls Leo by name and Leo comes running. Bobby is happy.
Closing Circle Questions: How will you practice knowing your feelings this week?
Milwaukee Public Schools
Office of Academics
June 2017
Emotional Management K4?K5
Milwaukee Public Schools
Office of Academics
June 2017
Emotional Management K4?K5
Topic: Feeling Left Out
Learning Intentions: We will be able to:
4. Decide what happened 5. Choose
a. Join in b. Do something else 6. Do it
Success Criteria: We know we're successful when we can decide what happened, choose to join in or do something else, and do it.
Materials for Activity: Deck of cards (optional activity)
Standard Circle Setup:
? Chairs in a circle ? Centerpiece ? 2?3 talking pieces (to allow selection) ? Shared agreements (refer to your school PBIS expectations)
Teaching Procedure:
? Welcome and names ? Reminder: shared agreements (refer to your school PBIS expectations) ? Begin with a mindful practice (see "Menu of Mindful Practices"). ? Review previous lesson topic:
o Have students share an example of how they used previously learned skill. ? Identify topic: FEELING LEFT OUT
Today we are going to learn a really helpful skill for times when you feel left out. ? Opening circle question/prompt: Have any of you ever been left out of an activity? How did
that make you feel? ? Explain need for skill (connect with PBIS when appropriate):
o Feeling left out can make someone feel sad, angry, or hurt. It is important that we treat all our school friends with respect and make sure they feel included. This helps us keep a happy classroom with happy kids.
? Teach learning intentions: o Decide what happened. Discuss situations in which the children may feel left out, and help them decide what caused them to feel this way. Talk about reasons why someone may not be included (e.g., a friend could invite only three people to her birthday party).
Milwaukee Public Schools
Office of Academics
June 2017
Emotional Management K4?K5
o Choose. Join in. Children may need prior instruction in joining in. Do something else. Generate ideas for other things children could do. Suggest that they may want to invite a friend to do one of these activities.
o Do it. Children should make one of these choices. o Success Criteria: We know we are successful when we can decide what happened,
choose to join in or do something else, and do it.
D. Model examples and non-examples of what to do when you feel left out: a. Have students take turns asking groups of three or four if they can join. Observe and give feedback. Have students practice until they feel comfortable. b. Have the students take turns inviting others students to join their group. Observe and give feedback. Have students practice until they feel comfortable.
E. Provide students with examples and non-examples of what to do when you feel left out, such as: a. You see some of your friends playing together on the playground, but they didn't ask you to play. You decide to go over to ask if you can play with them. They tell you sure, and you spend the rest of your recess playing with your friends. b. You see some of your friends playing together on the playground, but they didn't ask you to play. You are kind of sad but you decide to go play with someone else today and still have a lot of fun at recess. c. A group of friends decided to play together in the house during center time. You are sad that they didn't ask you to join, so you go into the corner and cry for the rest of your center time. d. While completing an art activity, your friends sit together and share crayons. You come over and ask if you can sit there, but they tell you there is no room, so you are sad. You ask the teacher if you could pull up a chair to make room and she says yes, so you are able to join your group.
F. Practice/Role Play 3x: Have each student describe a situation in which they might want to use this skill. Role play these situations or use the scenarios above. (For a detailed model of how to use role play and give feedback, see Skillstreaming.)
Activity to Practice Skill:
Have students play a simple card game with one another (War, Go Fish, etc.). Talk about how it felt to be included in a group and play with friends. How would it have felt if you were excluded?
Closing Circle Questions: How will we practice including one another this week?
Milwaukee Public Schools
Office of Academics
June 2017
Emotional Management K4?K5
Topic: Deciding How Someone Feels
Learning Intentions: We will be able to:
7. Watch the person 8. Name the feeling 9. Ask
Success Criteria: We know we're successful when we can watch the person, name the feeling, and ask.
Materials for Activity: Alexander and the Terrible, Horrible, No Good, Very Bad Day or other picture book where characters express lots of feelings; materials for Feelings BINGO (optional)--feeling face chart and crayon for each student, matching feeling face cards for caller
Standard Circle Setup:
? Chairs in a circle ? Centerpiece ? 2?3 talking pieces (to allow selection) ? Shared agreements (refer to your school PBIS expectations)
Teaching Procedure:
? Welcome and names ? Reminder: shared agreements (refer to your school PBIS expectations) ? Begin with a mindful practice (see "Menu of Mindful Practices"). ? Review previous lesson topic:
o Have students share an example of how they used previously learned skill. ? Identify topic: DECIDING HOW SOMEONE FEELS
Today we are going to learn a really helpful people skill. It's called deciding how someone feels, which is known as empathy. ? Opening circle question/prompt: If you're feeling sad, what would you like your teacher to say to you? ? Explain need for skill (connect with PBIS when appropriate):
o Learning to tell how someone else is feeling shows that we care and respect them and have empathy for them.
o Using words to explain the feelings of others is the responsible way to show we care about other people's feelings.
? Teach learning intentions: o Watch the person. Discuss a variety of feelings such as frustration, anger, happiness, fear, and so on. Help children describe the kinds of body language and words that correspond to these feelings.
Milwaukee Public Schools
Office of Academics
June 2017
Emotional Management K4?K5
o Name the feeling. Discuss a variety of feelings, such as anger, happiness, frustration, fear, and so on.
o Ask. Decide whether to ask the person if he or she is feeling this way or whether to do something to help that person. If the person seems very angry or upset, point out that it may be best to wait until the person is calm.
o Success Criteria: We know we are successful when we can watch the person, name the feeling, and ask.
G. Model examples and non-examples of deciding how someone feels: a. I am on my way to class and my friend smiles and says, "Hi, ___________." I notice he looks happy, and I say, "Hi. You look happy," with a smile and a wave and go into class. b. Ask students the following question: What did you notice about how I watched, listened, and responded to my friend? c. My friend has a tissue in her hand and tears on her face. I say, "Hi. You look happy," with a smile and a wave and go into class. d. Ask students the following question: What did you notice about how I watched, listened, and responded to my friend? What could I have done differently?
H. Provide students with examples and non-examples of deciding how someone feels, such as: a. You are getting on the bus and your friend is crying in his seat. You notice he is sad. He is by himself so you decide to ask if he is feeling sad. b. My friend has her arms crossed in front of her with a frown on her face. I think she might be feeling mad, but I think I should wait till later to ask if she's feeling mad because she is squeezing her fists. I say "Hi" with a smile and a wave and go into class. c. Read the story Alexander and the Terrible, Horrible, No Good, Very Bad Day or another story where characters express lots of feelings. Discuss the expressions of feelings.
I. Practice/Role Play 3x: Have each student describe a situation in which they might want to use this skill. Role play these situations or use the scenarios above. (For a detailed model of how to use role play and give feedback, see Skillstreaming.)
Activity to Practice Skill:
Play feelings BINGO. (Feeling Face Chart) Cut up one of the sheets so the "caller" will have the same feeling words and faces as the group has. Give each person a sheet with all of the feeling words and faces. Person in the "caller" role will select a card and act out the feeling. Children will guess the feeling and put an X with their crayon on the correct face.
Closing Circle Questions: How will you practice the skill of "Deciding How Someone Feels" this week, and who will be your first person to practice with?
Milwaukee Public Schools
Office of Academics
June 2017
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