Feelings Charades Warm-up

Use these cards to play charades and practice recognizing emotions. Shuffle the cards and have one student draw and act out the feeling while the class guesses.

Cards:

• 😊 Happy: Smiling, arms raised, bouncing in place
  
  
  
• 😢 Sad: Head down, shoulders slumped, pretend to wipe a tear
  
  
  
• 😠 Angry: Frowning, hands on hips, stomping feet
  
  
  
• 😱 Scared: Eyes wide, hands on cheeks, take small steps back
  
  
  
• 😍 Excited: Hands on cheeks, big smile, jumping up and down
  
  
  
• 😳 Embarrassed: Looking down, rubbing the back of the neck, small smile
  
  
  
• 😤 Frustrated: Pursed lips, crossing arms, tapping foot
  
  
  
• 😴 Tired: Yawning, rubbing eyes, slouching shoulders

Materials:
• Print or display each card from this Feelings Charades Warm-up set.

Teacher Note: Encourage students to use body language and facial expressions—no words! After each turn, discuss how you could tell what feeling was being acted out and why recognizing feelings helps in resolving conflicts.

Conflict Role-Play Circles Activity Sheet

Group Setup (3–4 students):

• Choose one scenario from the Conflict Scenarios Unpacked Slide Deck.
• Assign roles:
  • Actor A: Plays the first character.
  • Actor B: Plays the second character.
  • Listener: Watches for clear “I” statements and active listening.
  • Recorder: Takes notes on feelings, ideas, and solutions.

Steps:

1. Read your scenario aloud.
2. Discuss:
   • What feelings might each character have?
   • Why do you think they feel that way?
3. Role-play once:
   • Actor A starts with an “I” statement (e.g., “I feel ___ when ___”).
   • Actor B listens and responds with an “I” statement.
   • Listener gives a thumbs-up if they hear clear “I” statements.
4. Brainstorm solutions together.
5. Agree on a final solution and plan how to share it with the class.

Group Notes:

• Feelings we identified:
  
  
  
  
  
  
• Solution ideas:
  
  
  
  
  
  
• Agreed solution:
  
  
  

Reflection Questions:

• How did using “I” statements help you understand each other?
  
  
  
• What did you learn about listening?
  
  
  
• If this conflict happened again, what would you do the same or differently?
  
  
  

After 7 minutes, rotate to a new scenario so each group practices resolving a different conflict.

Resolution Reflection Exit Ticket

Name: ____________________________ Date: ____________

1. Draw or write one conflict you helped solve today:
   
   
   
   
   
   
   
   
   
   
   
   

2. What strategy did you use to solve the conflict? (For example, using “I” statements, listening, brainstorming solutions)
   
   
   
   
   
   
   

3. How did using that strategy help you and the other person feel better?
   
   
   
   

4. What is one thing you will do the same or differently if this conflict happens again?
   
   
   
   

Thank you for sharing!

Can We Solve This? Teacher Script

Warm-up: Feelings Charades (5 minutes)

Teacher: “Good morning, friends! Let’s warm up with a quick game of Feelings Charades. We’re going to practice spotting how others feel—an important step in solving conflicts together.

1. (Hold up a card from Feelings Charades Warm-up Cards without showing it.)
   Teacher: “I’m going to act out what’s on this card. Everyone watch closely—no words, just body language and facial expressions!”
2. (Act out the feeling: pretend to be frustrated, angry, excited, etc.)
   Teacher: “Okay, who can guess what feeling I’m showing?”

• Wait for guesses. If students struggle, ask: “What did my face look like? What did my body do?”
• Once someone names it, praise: “Yes! ‘Frustrated’ is right. Great watching!”

Teacher: “Why do you think recognizing feelings can help when people disagree?”

• Accept responses (e.g., “It helps us understand each other.”).
  Teacher: “Exactly! When we see how someone feels, we can help them and find a solution together.”

Introduction: Conflict Scenarios (5 minutes)

Teacher: “Now we’ll look at real playground situations and talk about what’s happening, how people feel, and how we can fix things peacefully.”

1. (Display slide 1 of Conflict Scenarios Unpacked Slide Deck).
   Teacher: “Here’s our first scenario. I’ll read it aloud.”

Alex has been waiting for the swing, but Bella sits next.
Bella says, ‘I was here first!’
Alex feels sad and angry.
How can they solve this?

Teacher: “What is happening here? Who can tell me?”

• Call on a student. “Great, you noticed Bella sat down even though Alex was waiting.”
  Teacher: “What feelings might Alex be experiencing?”
• Guide: “Sad? Angry? What about Bella?”
  Teacher: “All good ideas! Let’s try using an ‘I’ statement. Who can give an example Alex might say?”
• If needed: “I feel sad when I have to wait too long. Can we take turns?”
  Teacher: “Excellent! Using ‘I feel’ helps us share emotions without blaming.”

Activity: Conflict Role-Play Circles (15 minutes)

Teacher: “Now it’s your turn to practice. We’ll break into small groups and role-play different scenarios.”

1. “Find your group of three or four.”
2. “Each group gets a Conflict Role-Play Circles Activity Sheet. Assign your roles:
   • Actor A and Actor B to play the characters.
   • Listener to watch for clear ‘I’ statements.
   • Recorder to jot down feelings and solutions.”
3. “First, read your scenario out loud. Then discuss how each person feels and why.”
4. “Next, Actor A starts by saying an ‘I’ statement. Actor B listens and responds with another ‘I’ statement. Listener gives a thumbs-up when you hear a clear ‘I feel…’”
5. “Brainstorm solutions together, then agree on one fair solution.”

Teacher: “You have 7 minutes—go! I’ll ring the chime when it’s time to rotate to the next scenario.”

(After 7 minutes) Teacher: “Time to rotate roles and scenarios! Swap your sheets and try a new situation for another 7 minutes.”

(After total 15 minutes) Teacher: “Great work, everyone! Let’s come back together.”

Cool-down: Resolution Reflection Exit Ticket (5 minutes)

Teacher: “To finish, I’ll hand out a Resolution Reflection Exit Ticket to each of you.”

1. “On your ticket, draw or write one conflict you helped solve today.”
2. “Describe which strategy you used—maybe an ‘I’ statement, listening, or brainstorming.”
3. “Then explain how that strategy helped everyone feel better.”
4. “Finally, write one thing you would do the same or differently next time.”

Teacher: “When you’re done, bring your ticket to me on your way out. I can’t wait to see your reflections!”

Teacher: “Thank you for helping solve conflicts peacefully today. Remember, understanding feelings and using ‘I’ statements works every time!”

Conflict Resolution Rubric

This rubric assesses students’ understanding and application of conflict-resolution skills during role-play and in the Reflection Exit Ticket.

Scoring Scale
• 4 – Exemplary
• 3 – Proficient
• 2 – Developing
• 1 – Beginning

Answer Key: Resolution Reflection Exit Ticket

This guide outlines what to look for in student responses and provides sample answers to help you assess and support learning.

1. Draw or write one conflict you helped solve today

What to look for:
• A clear description or drawing of a scenario from class (e.g., the swing queue, soccer ball mix-up, feeling left out).
• Identification of key characters and what they were feeling or doing.

Strong Response Example (written):
“I drew Alex and Bella at the swing. Alex looked sad and Bella looked upset. Alex was waiting but Bella sat down and said, ‘I was here first!’”

Scoring Tips:
– 4 (Exemplary): Detailed scenario with characters, setting, and emotions clearly shown or described.
– 3 (Proficient): Scenario is recognizable and shows basic emotions.
– 2 (Developing): Vague description or drawing; missing one element (character or emotion).
– 1 (Beginning): Unrelated drawing/description or missing both characters and emotions.

2. What strategy did you use to solve the conflict?

(For example, using “I” statements, listening, brainstorming solutions)

What to look for:
• Mention of a specific strategy practiced in class (e.g., “I feel…” statements, taking turns, active listening, brainstorming fair solutions).

Strong Response Example:
“I used an ‘I’ statement: ‘I feel sad when I wait too long. Can we take turns?’”

Scoring Tips:
– 4: Names a strategy precisely and explains how they applied it.
– 3: Names a correct strategy but with limited detail.
– 2: Mentions a strategy vaguely (e.g., “We talked it out”) without naming or explaining.
– 1: No clear strategy or incorrect strategy.

3. How did using that strategy help you and the other person feel better?

What to look for:
• Explanation of the effect of the strategy on both people’s feelings.
• Use of emotional words (e.g., “heard,” “calm,” “respected”).

Strong Response Example:
“By saying ‘I feel sad…’, Bella understood my feelings and said ‘I’m sorry’, so we both felt calm and happy because we took turns.”

Scoring Tips:
– 4: Clearly describes how the strategy improved understanding and feelings for both sides.
– 3: Describes impact on at least one person’s feelings.
– 2: Gives a general statement (e.g., “It helped”) with minimal detail.
– 1: No connection made between strategy and feelings.

4. What is one thing you will do the same or differently if this conflict happens again?

What to look for:
• Reflection on personal growth or adjustment (e.g., “Next time, I will use my calm voice sooner” or “I will listen more before talking”).
• Specific, actionable plan.

Strong Response Example:
“Next time, I will listen first and let the other person speak before I share my feeling.”

Scoring Tips:
– 4: Offers a thoughtful change or affirmation of a strong habit with detail.
– 3: Provides a relevant plan but with limited specificity.
– 2: Gives a generic statement (e.g., “I’ll do it again”).
– 1: No plan or irrelevant response.

Overall Assessment:
Use this key alongside the Conflict Resolution Rubric to assign scores for each criterion. Look for clarity, emotional insight, and specific strategies in student responses.

Reminder: Celebrate all efforts—highlight examples of empathy, clear communication, and thoughtful reflection to reinforce these lifelong skills!

Material link reminder: Resolution Reflection Exit Ticket