Identifying Emotions - 2

Foundational

Teachers

Goal: Throughout the school day, the student will identify and use a learned strategy to manage emotions in 8 out of 10 observable opportunities, as measured by a teacher assessment tool.

Objectives:
1. Identify and label emotions and feelings in self and others.
2. State how his/her behavior regarding emotions affects self and others.
3. Name alternative methods and strategies to express emotions.

Definitions of Key Terms: Emotions are an individual's mood or feelings.

Discussion Points:

  • There are many types of emotions.
  • Emotions are the feelings we have in different situations.
  • All emotions are ok. What matters is how we express our emotions.

Discuss with students what emotions are. Review the discussion point questions.

Create a KWL Chart (what you know, what you want to learn and what you learned) for emotions. Before reading the story, as a group, complete the K column and W column on the topic of emotions. Read The Color Monster A Story About Emotions by Anna Llenas. (Available on Youtube here: https://youtu.be/W6wIEp-M4tg

Directions for In-Person or Virtual Learning: You have three options for students to complete this lesson.

  • Option 1: Print the Student Activity Sheet for each student. Complete the lesson as a group and assign the activity sheet to the students.
  • Option 2: Click the Student link to access the activity sheet electronically and post to your Learning Management System (if your school has one) or send the link to the student. The student may complete the activity sheet electronically within the classroom on a shared computer or device.
  • Option 3: Click the Student link to access the activity sheet electronically and send the link to the student. The student may access the link from a home computer, chromebook, iPad or other device.

Activity 1: Emotions Memory

Prior to beginning this activity, complete the following:

  • Print the emotions cards from the materials list on heavy paper. The link to the cards is below.
  • Locate the book/story referenced for this activity.
Materials Needed:

Review the KWL chart and the discussion points already presented.

To begin this activity read: The Way I Feel by Janan Cain. (Available on Youtube here: https://youtu.be/MSdSWlfCpJ8)

Allow students to share:

  • What makes you feel silly?
  • What makes you feel scared?
  • What makes you feel angry?
  • What makes you feel disappointed?
  • What makes you feel confused?
  • What makes you feel sleepy?
  • What makes you feel mad?
  • What makes you feel anxious or worried?
  • What makes you feel disappointed?
  • What makes you feel happy?
  • What makes you feel sad?

Use the emotion cards to review each of the emotions and identify situations when students have felt that particular emotion. Create groups of students and direct them to play memory with the cards. Instruct them to share a time/situation when they felt that emotion when they make a match.

Cards can be found at https://silassolutions.com/files/Silas/Lessons/103.pdf

Activity 2: What emotion am I?

Review the discussion points, the KWL chart and the sharing from Activity 1. Retrieve the emotion cards from Activity 1.

Read to students: In My heart: A Book of Feelings by Joe Witek. (Available on Youtube here: https://youtu.be/xIfLgHBwYx4)

Materials Needed:

Discuss with or ask the students the following:

  • The story shared several emotions. Can we name them all? (happy, brave, mad, shy, calm, broken, sad, hopeful, afraid, silly)
  • How is your heart feeling today? Why?
  • How should you react when your heart is feeling mad? Happy? Calm? Sad?
  • How have others you know (friends, classmates, family members) reacted when they are feeling one of the emotions in the story?
  • How have others reacted to you when you have shown one of the emotions from the story?

Place the emotion cards from Activity 1 in a bag/basket. Instruct students to pick one and keep it to themselves. Ask them to act out the emotion on the card while the rest of the students guess what emotion they are displaying.

Discuss how you can react to others when they display a specific emotion. Discuss/share ideas on how you can show emotions without hurting others. Add to the KWL chart.

Activity 3: Emotions scavenger hunt

Prior to beginning this activity, complete the following:

  • gather old magazines or other artwork depicting people
  • gather books (2-3 for each pair of students)

Review the discussion points, the KWL chart and the sharing from Activity 1 and 2. Update the KWL if you can based on the discussions from previous activities.

Materials Needed:

Read the story: Today I Feel Silly and Other Moods That Make My Day by Jamie Lee Curtis. (Available on Youtube here: https://youtu.be/WrNHF1snihQ)

    Discuss with or ask the students the following:

  • How does your body feel when you feel silly?
  • How does your body feel when you feel grumpy?
  • How does your body feel when you feel angry?
  • How does your body feel when you are joyful?

Sort the students into pairs. Lead students in an emotion scavenger hunt. Select an emotion card. Instruct students to work in pairs to see which group can be the first to find a picture correctly showing the emotion selected.

Lesson Extension: Listening Comprehension and Grammar Review

Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Students should listen carefully as the teacher plays the example scripts from the immersive reader. Replay the script if needed. Allow students time to answer the questions on Student Activity Sheet A.

Materials Needed:
  • Student Activity Sheet A - 1 per student
  • Pencil for each student
  • Student Activity Sheet B - 1 per student
  • Red and purple colored pencil or crayon

After students have finished, allow those that want to share their comic do so or role play one of the example scripts.

After completing the listening comprehension portion of this activity and discussing the answers to Student Activity Sheet A, instruct students on the features of script text that indicate which character is talking. Remind students that this is a dialogue between characters. Ask students to complete Student Activity Sheet B.

Display the script using the immersive reader and highlight the nouns in the script. Students should self-check their work to determine if they correctly named two nouns. Repeat the process for verbs.

Example script of correctly identifying emotions:
Mr. B: Good morning Chris. How are you today?
Chris: (happy) I’m good. I did great on my math test.

Example script of incorrectly recognizing strengths:
Mr. B: Good morning Chris. How are you today?
Chris: (sad) I’m ok. I did great on my math test.

Read Aloud Recommendations: Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills. Below are some books that could be used to reinforce the concept. Read and discuss as appropriate for level and as time allows throughout the lesson.

  • A Boy and a Bear: The Children’s Relaxation Book, Lori Lite
  • Crazy Hair Day, Barney Saltzberg
  • Giraffes Can’t Dance, Giles Andreae and Guy Parker-Rees
  • Hilly Discovers Her Feelings, Meytal Raz-Nave
  • My Many Colored Days, Dr. Seuss
  • The Pout Pout Fish, Deborah Diesen
  • The Way I Feel, Janan Cain
  • The Feelings Book, Todd Parr
  • Today I Feel Silly & Other Moods That Make My Day, Jamie Lee Curtis
  • Visiting Feelings, Lauren Rubenstein

Student Activity Sheet A

Directions: Think about the script read/played for the class and complete the questions below.

1. Who are the characters in this script?

2. What test did Chris take?

3. How did Chris do on his test?

4. How do you feel when you do good on a test?

Student Activity Sheet B

Directions: In the scripts below, circle in purple two nouns that name a person and one noun that names a place. Circle in red two verbs.

Remember:

A noun names a person, place, thing, or idea.

A verb names describe an action, a state, or an occurrence.

Example script of correctly identifying emotions:
Mr. B: Good morning Chris. How are you today?
Chris: (happy) I’m good. I did great on my math test.

Example script of incorrectly recognizing strengths:
Mr. B: Good morning Chris. How are you today?
Chris: (sad) I’m ok. I did great on my math test.

Application Activity

Review the key points of the previous activities and the KWL chart. Review and discuss example scripts from lesson extension, if you completed that activity.

Materials Needed:
  • Script sheet for each group
  • Pencil for each student

In small groups, have the students create scripts demonstrating appropriate and inappropriate ways to express and manage emotions. Use the script sheet to create students' scripts.

Have students record their scripts using SiLAS software for social skills. Remind students to name and save their work. Premiere the movies with the group members at the end of each session.

Ideas for modifying this activity based on your students’ needs:

  • create a script as a class
  • pair or group students so that skill levels are varied and assign each a role or task that uses their skill
  • create the script by recording the dialogue with a phone or other recording device

Topic Checkout

Review the discussion from previous lessons/activities with the class. Allow students time to complete the Student Topic Checkout. Discuss the students’ answers when finished.

Materials Needed:
  • Student Topic Checkout
  • Pencil for each student

Student Topic Checkout

Directions: Match the emotion picture to their name.

confused happy mad sleepy anxious
disappointed frustrated angry embarrassed