Managing My Feelings

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Objective: Students will name various feelings and share ways to change or manage different emotions.

Managing My Feelings

  • 3

  • 4

  • 5

Objective: Students will name various feelings and share ways to change or manage different emotions.

Activity:

SEL Competency: Self Management

Equity Connections: Recognizing and coping with stress that comes from many places, including discrimination, prejudice, and adaptig to a new culture.

Activity #1:

What are emotions? Ask students to use Turn and Talk protocol, to share their answer to that question with a partner.

Have a few share out their answers. Next, have a variety of emojis on a screen, using "Emoji's Emotions Images" (attached document). See if your students can identify those emotions. 

Do Carousel Brainstorm protocol activity, around emotions.

Take various emojis and place them onto different pieces of chart paper.

On one part of the paper, ask students what makes them feel this emotion. On the other part, ask them to share how their body feels when they are feeling that emotion (anger- when someone takes my stuff, my cheeks get hot, my voice gets loud, and I feel like I am going to explode).

After they have written on all the papers, have them synthesize the information on the last paper, for everyone in the class.

Use Roll ‘Em protocol, to share out. Don’t forget to use the protocol, Show Some Love, for those who share! 

Once you have your three lists, ask students if they have ever gotten in trouble, when some of their emotions spill out. Sometimes we need to find ways to keep our emotions from spilling out. We need to learn how to manage them.

Activity #2

How do we manage our emotions? The first step is to name the emotions, so we know what it is we are feeling. What name will you give the emotion you are feeling? Show one of the emoji's and ask the student to think about what name to give that emotion. Use Raise a Hand protocol, to have students share out. 

Next, we have to express that emotion by saying what it is and why you are feeling that way: "I am angry because…. I am sad because…. I am excited because…" Show the same emoji again and have students use Turn and Talk protocol and express the emotion to each other. 

Once you name them and express them, you can decide what you want to do with them. Do you need to calm down and breathe, to let go of that emotion, look for a solution, or ask for help to deal with that emotion?  Show the same emoji to the students again. Have them use the protocol, Think, Pair, Share to tell each other what you would do with that emotion. Use Pick a Stick protocol, to have students share out. If needed, use a "Speaking Frame" (attached document) to help students put it all together. 

If you are angry because a friend took your favorite crayon, what could you do? (Name the emotion, express the emotion, and then decide what you need.) For example, "I am feeling angry John. I am angry because you took my favorite crayon. Can you please give it back to me?

Activity #2:

Play the emoji game. Hand out an emoji to each group ("Emoji Emotions Images" or "feelings-chart" [attached documents]), using the Partners protocol.

Have students practice naming the emotion, expressing the emotion, and expressing what may have caused them to feel that way. Then, decide what you need to do with that emotion (calm down, breathe, look for a solution, ask for help, etc.).

Switch emojis and partners for each round. Have students share after each round, using the Blast protocol.

Common Core Standards:

  • 3.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 3.SL.1.a ( Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. )

  • 3.SL.1.b ( Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). )

  • 3.SL.1.d ( Explain their own ideas and understanding in light of the discussion. )

  • 4.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 4.SL.1.a ( Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. )

  • 4.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 4.SL.1.d ( Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. )

  • 5.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 5.SL.1.a ( Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. )

  • 5.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 5.SL.1.d ( Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. )