1. Lesson 7: Identifying Emotions

2. Objective: Student will explore their own emotions, broaden their knowledge of emotions, and practice identifying emotions based on familiar scenarios. Students will practice naming their emotion and grading the strength of emotions (ex. slightly, extremely). Social Emotional Learning Standards*: Identify and manage one’s emotions and behavior. Recognize the feelings and perspectives of others. Use communication and social skills to interact effectively with others. *Taken from the Illinois State Board of Education: (California has not yet adopted SEL Standards) http://www.isbe.state.il.us/ils/social_emotional/standards.htm Social Emotional Learning Standards*: Identify and manage one’s emotions and behavior. Recognize the feelings and perspectives of others. Use communication and social skills to interact effectively with others. *Taken from the Illinois State Board of Education: (California has not yet adopted SEL Standards) http://www.isbe.state.il.us/ils/social_emotional/standards.htm There are X documents on the following Y pages. Make a choice about the first two documents, older students need copies of the poem, younger students will read the story.

8. Identifying and Grading Emotions Task 1: Part 1 Choose one of the following introductions: Alexander and the Terrible… or the poem, “The Great Pretender” For younger students, read aloud the children’s book: Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst. (Stop periodically to ask the class: “How do you think Alexander feels right now?” Write down the responses you get on the board as they give them. Afterward, discuss the different feeling words the class may have provided (annoyed, irritated, angry, sad, frustrated). For Older students, read the poem “The Great Pretender” attachment 4. (Stop periodically to ask the class: “How do you think they feel right now?” Write down the responses you get on the board as they give them. Afterward, discuss the different feeling words the class may have provided (annoyed, irritated, angry, sad, frustrated).

12. Part 2: Whole Group Discussion: Brainstorm a list of other emotions with the whole class. Write the emotions on the board or on a large poster board as students suggest them, keeping similar emotions together as you write them down (ex. “anger” and “irritation” together; “nervous” and “worried” together. Part 3: Discuss strength of emotion. Sometimes different words used for emotion suggest different intensities. For instance: For example: I feel annoyed. I feel angry. I feel furious. I feel enraged. At other times, we use adverbs with emotions to demonstrate the strength of emotion. “I felt slightly disappointed when we didn’t get to go out for dinner as planned.” Or “I was extremely disappointed when I was too sick to go on the trip to Disneyland that the band had earned.” Put students in 4 groups and give each group a set of note cards with one emotion written on each card. Group 1: angry, irritated, furious, enraged, frustrated, mad. Group 2: afraid, terrified, confused, nervous, uncertain. Group 3: happy, content, satisfied, ecstatic, joyous, delighted, amused. Group 4: sad, depressed, lonely, disappointed, grieving, hurt. Each group takes their cards with a range of a basic emotion and placed them in order of least to greatest intensity.

13. Part 4: Use the projector to show the class pictures of people displaying emotion and have the class identify the emotion (Attachment 2a). Teacher may have the students do this verbally, or may have them choose to write them on a sheet of paper. Show the version with labels (Attachment 2b) to see if the class agrees with the labels placed on this version.

22. Task 2: Place students in small groups. Each group is assigned 3-4 emotions from the list and will create a visual for each using PowerPoint, Word (you could also use construction paper and drawing materials). Create a one page visual that contains: The emotion, The definition of the emotion, A situation in which the emotion would likely occur. For example: When my little brother rips up a book that is important to me, I feel angry. A picture of the emotion as shown on a human (not an animal). Task 3: Students present their creations to the class. Class evaluates the visual and the presentation of their classmates.

23. Task 4: Activity: Identifying Emotion. Class calls out a list emotions from the previous day’s work and the teacher writes them on the board again. Students are placed in pairs and each pair is given a small white board, eraser, and marker. (If no white boards are available, you can use half sheets of scratch paper) The teacher demonstrates the activity by saying: I am going to read you a scenario. Each pair discusses the scenario, decides how it would make them feel and writes on the board accordingly. For example, if I read: “Your teacher tells you that you are to immediately go to the office because the principal would like to see you. You feel ______________________.” You might think, “Oh no, I’ve never spoken to the principal before, and he/she seems intimidating. I think I would be really nervous.” You would talk this over with your partner and write “nervous” on the board. Everyone shows their boards to each other at the same time, and discusses if there are differences. Are all the answers reasonable? Encourage dialogue. (Scenarios are provided as Attachment 3.)

25. Part 2: Each pair is given 6 index cards. Each person comes up with 3 real scenarios from their own life and writes one on each card, with the emotion they felt due to the situation on the back. Each person shares one of their scenarios, and the class guesses the emotion the situation provoked.

26. Task 5: Game Pictionary Rollick 2 Truths and a Lie

27. California Common Core Content Standards: Writing Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of a narrative. California Common Core Content Standards: Writing Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of a narrative. Key Skills*: Identifies graded emotions. Reciprocal interaction: shares emotions. Adapted from: The SCERTS Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders by Barry M. Prizant, Amy M. Wetherby, Emily Rubin, Amy C. Laurent, and Patrick J. Rydell Key Skills*: Identifies graded emotions. Reciprocal interaction: shares emotions. Adapted from: The SCERTS Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders by Barry M. Prizant, Amy M. Wetherby, Emily Rubin, Amy C. Laurent, and Patrick J. Rydell