Emotion Detectives Progress Tracker

Student Name: Zachary

Use this tracker to monitor Zachary's progress across the "Emotion Detectives" sessions. Record scores for each session based on the rubric criteria and overall mastery.

Scoring Scale: (Refer to individual session rubrics for detailed criteria)

• Emotion ID (Accuracy): 4 – 5/5, 3 – 4/5, 2 – 3/5, 1 – <3/5
• Reasoning (Quality): 4 – Clear & specific, 3 – Accurate, 2 – Vague/Incomplete, 1 – Little/No
• Conflict Strategy (Application): 4 – Consistently appropriate, 3 – Appropriate (3/4), 2 – Appropriate (2/4), 1 – <2/4
• Prompt Dependence: 4 – None, 3 – ≤1 prompt, 2 – 2 prompts, 1 – >2 prompts

Scenario Cards – Session 1

Use these cards to practice identifying emotions. Read each scenario aloud and ask: “What emotion might this person feel? How do you know?” Aim for 4 out of 5 correct with no more than one prompt each.

1. Scenario 1 (Sad):
   Your friend accidentally rips their favorite drawing and sits on the floor looking down at the paper.
   
   
   
2. Scenario 2 (Angry):
   During a class game, another student pushes you aside and takes your spot without saying sorry.
   
   
   
3. Scenario 3 (Surprised):
   You open your classroom door and suddenly see colorful balloons and a banner for your birthday, but no one said anything earlier.
   
   
   
4. Scenario 4 (Scared):
   You’re walking home after dark when you hear loud footsteps behind you and the streetlights are flickering.
   
   
   
5. Scenario 5 (Frustrated):
   You’ve tried solving the same math problem for ten minutes but keep getting the answer wrong and feel stuck.
   
   
   

Visual Emotion Chart – Session 1

Use this chart to become an Emotion Detective! Point to each face and name the feeling you see.

Keep this chart visible during our session. When you see a scenario, point to the face that matches and say the emotion aloud!

Emotion Identification Rubric

Scoring Scale: 4 – Excellent, 3 – Proficient, 2 – Developing, 1 – Beginning

Mastery Criteria: To meet the session objective, Zachary should achieve a Proficient level (3) or higher in each criterion, demonstrating at least 4/5 correct identifications with no more than one prompt and clear reasoning for his choices.

Reflection Exit Ticket – Session 1

Student Name: ________________________ Date: _______________

1. Which emotion did you identify most easily today? ____________________________________________________
   
   
   
2. Which emotion was hardest to identify? _______________________________________________________________
   
   
   
3. How will you use your emotion-detecting skills in real life? ___________________________________________
   
   
   
   
   
   
4. One thing I liked about today’s session was: _________________________________________________________
   
   
   

Conflict Resolution Strategy Poster – Session 3

Become a Conflict Detective! Use these strategies to help solve social problems.

Conflict Scenario Cards – Session 3

Use these cards to practice choosing and explaining conflict resolution strategies. Read each scenario aloud and ask: “What emotion might this person feel? What strategy from our poster would be best? How would that strategy help?” Aim for 3 out of 4 correct with no more than one prompt each.

1. Scenario 1:
   You are working on a group project, and one of your teammates keeps talking over you and ignoring your ideas. You feel your face getting hot and your hands clenching.
   
   
   
   What emotion might you feel?
   
   
   
   What strategy would be best?
   
   
   
   How would that strategy help?
   
   
   
2. Scenario 2:
   During recess, another student accidentally bumps into you, and your snack falls on the ground. They don’t notice and keep playing. You feel a lump in your throat and your eyes start to water.
   
   
   
   What emotion might you feel?
   
   
   
   What strategy would be best?
   
   
   
   How would that strategy help?
   
   
   
3. Scenario 3:
   You and a friend both want to play with the same toy. You both grab it at the same time and start pulling. Your friend is starting to get red in the face, and you feel frustrated.
   
   
   
   What emotion might you feel?
   
   
   
   What strategy would be best?
   
   
   
   How would that strategy help?
   
   
   
4. Scenario 4:
   Someone in class keeps telling jokes that make you feel uncomfortable and a little sad, but you're not sure how to make them stop. You're worried if you say something, it might get worse.
   
   
   
   What emotion might you feel?
   
   
   
   What strategy would be best?
   
   
   
   How would that strategy help?
   
   
   

Complex Conflict Scenario Cards – Session 4

Use these cards to practice applying two different conflict resolution strategies and predicting their outcomes. Read each scenario aloud and ask: “What emotion might this person feel? What are TWO different strategies from our poster that could work here? What might happen if you use the first strategy? What might happen if you use the second strategy?” Aim for 2 out of 3 scenarios with appropriate strategies and reasoned outcomes with no more than one prompt each.

1. Scenario 1:
   You borrowed your friend's favorite graphic novel, and by accident, you spilled juice on a few pages. You’re worried your friend will be really angry. You feel a knot in your stomach when you think about giving it back.
   
   
   
   What emotion might you feel?
   
   
   
   What are TWO strategies you could try?
   
   
   
   What might happen if you use the first strategy?
   
   
   
   What might happen if you use the second strategy?
   
   
   
2. Scenario 2:
   You’re playing a game with a group of classmates, and one student keeps changing the rules to benefit themselves, making it unfair for everyone else. You notice other kids are starting to look annoyed, and you feel frustrated and a little angry.
   
   
   
   What emotion might you feel?
   
   
   
   What are TWO strategies you could try?
   
   
   
   What might happen if you use the first strategy?
   
   
   
   What might happen if you use the second strategy?
   
   
   
3. Scenario 3:
   Your teacher assigns you to work on a big project with someone you don't usually get along with. You're worried it will be hard to work together, and you feel anxious about getting a good grade. The other student immediately says, "Ugh, this is going to be terrible."
   
   
   
   What emotion might you feel?
   
   
   
   What are TWO strategies you could try?
   
   
   
   What might happen if you use the first strategy?
   
   
   
   What might happen if you use the second strategy?
   
   
   

Conflict Strategy Application Rubric – Session 4

Scoring Scale: 4 – Excellent, 3 – Proficient, 2 – Developing, 1 – Beginning

Mastery Criteria: To meet the session objective, Zachary should achieve a Proficient level (3) or higher in each criterion, demonstrating at least 2/3 correct emotion identification, two appropriate strategy selections, and clear reasoning for potential outcomes with no more than one prompt.

Strategy Application Reflection – Session 4

Student Name: ________________________ Date: _______________

1. In today’s practice, which scenario was most challenging to find two strategies for? ____________________________________________________________
   
   
   
2. Why is it important to think about what might happen before you use a conflict strategy? ____________________________________________________________
   
   
   
   
   
   
3. Write one new idea you have about solving conflicts after today’s session: ____________________________________________________________
   
   
   
   
   
   
4. One thing I liked about today’s session was: ____________________________________________________________
   
   
   

Talk It Out Role-Play Cards – Session 5

Use these cards to practice the "Talk It Out" strategy. Read each scenario and role-play using the steps: "I feel... when... I need..." and practice listening. Aim for 2 successful role-plays with no more than one prompt each.

Instructions for Teacher: Read the scenario, then prompt Zachary to use the "Talk It Out" phrases. You will role-play the other person, giving a simple, brief response, then prompt Zachary to listen or ask a clarifying question.

1. Scenario 1:
   You lend your favorite pencil to a classmate, and they return it broken. You feel disappointed and a little annoyed.
   
   
   
   Teacher Role (other student): "Oh, sorry, I didn't mean to break it. It just snapped."
   Your turn, Zachary! Use your 'Talk It Out' steps: "I feel... when... I need..."
   
   
   
   
   
   
   
2. Scenario 2:
   You're trying to explain an idea for a group project, but another student keeps interrupting you and doesn't let you finish. You feel unheard and frustrated.
   
   
   
   Teacher Role (other student): "Yeah, yeah, but my idea is way better for this part!"
   Your turn, Zachary! Use your 'Talk It Out' steps: "I feel... when... I need..."
   
   
   
   
   
   
   
3. Scenario 3:
   You are excited to tell your friend about something that happened, but they keep looking at their phone and not making eye contact while you talk. You feel ignored and a little sad.
   
   
   
   Teacher Role (other student): "Uh-huh, cool... just checking something real quick."
   Your turn, Zachary! Use your 'Talk It Out' steps: "I feel... when... I need..."
   
   
   
   
   
   
   

Talk It Out Rubric – Session 5

Scoring Scale: 4 – Excellent, 3 – Proficient, 2 – Developing, 1 – Beginning

Mastery Criteria: To meet the session objective, Zachary should achieve a Proficient level (3) or higher in each criterion for at least 2 out of 3 scenarios, demonstrating clear communication of feelings, problems, and needs, and active listening, with no more than one prompt.

Talk It Out Reflection – Session 5

Student Name: ________________________ Date: _______________

1. What are the three main parts of the "Talk It Out" strategy? (I feel..., when..., I need...)
   
   
   
   ____________________________________________________________
   
   
   
2. Why is listening an important part of solving conflicts? ____________________________________________________________
   
   
   
   
   
   
3. When might you use the "Talk It Out" strategy in school or at home? Give an example.
   _____________________________________________________________
   
   
   
   
   
   
4. One thing I learned about communicating today was: ____________________________________________________________
   
   
   

All About Emotions and Conflicts Review Sheet – Session 6

Student Name: ________________________ Date: _______________

Part 1: Emotion Identification

1. Name four basic emotions you've learned to identify:
   
   
   

2. How can you tell if someone is feeling "frustrated"? What might their face or body look like?
   
   
   
   
   
   

Part 2: Understanding Perspectives (Why?)

3. Imagine someone looks sad. What are two different reasons why they might feel that way?
   
   
   
   
   
   

4. Why is it important to think about why someone might feel a certain emotion?
   
   
   
   
   
   

Part 3: Conflict Resolution Strategies

5. Name three conflict resolution strategies you've learned:
   
   
   

6. When would be a good time to "Ask for Help" from an adult?
   
   
   
   
   
   

7. You and a friend both want the last cookie. Which strategy could you use to solve this problem fairly?
   
   
   
   
   
   

Part 4: Your Super Skills!

8. What is one thing you're really good at now when it comes to understanding feelings or solving conflicts?
   
   
   
   
   
   

My Conflict-Solver's Guide – Session 6

Student Name: Zachary

This is your personal guide to being an awesome Emotion Detective and Conflict Solver! Fill it in with your best strategies and reminders.

1. My Top 3 Emotions

These are feelings I often have. What do they feel like in my body?

• Emotion 1: __________________________________________________________
  
  It feels like: __________________________________________________________
  
  
• Emotion 2: __________________________________________________________
  
  It feels like: __________________________________________________________
  
  
• Emotion 3: __________________________________________________________
  
  It feels like: __________________________________________________________
  
  

2. Why Do People Feel Angry/Frustrated?

Two reasons I learned:

1. __________________________________________________________
   
   
2. __________________________________________________________
   
   

3. My Favorite Conflict Strategies

These are the strategies I will try to use most often!

• Strategy 1: __________________________________________________________
  
  I would use it when: __________________________________________________________
  
  
• Strategy 2: __________________________________________________________
  
  I would use it when: __________________________________________________________
  
  
• Strategy 3 (Optional): __________________________________________________________
  
  I would use it when: __________________________________________________________
  
  

4. My Personal Affirmation

I am a skilled emotion detective and conflict solver!

Conflict-Solver's Guide Rubric – Session 6

Scoring Scale: 4 – Excellent, 3 – Proficient, 2 – Developing, 1 – Beginning

Mastery Criteria: To meet the session objective, Zachary should achieve a Proficient level (3) or higher in each criterion, independently recalling and demonstrating at least three social skills and creating a personal "Conflict-Solver's Guide" with no more than one prompt.

Program Reflection Exit Ticket – Session 6

Student Name: ________________________ Date: _______________

1. What is the most important skill you learned during our Emotion Detectives sessions? ____________________________________________________________
   
   
   
2. How do you feel about your ability to solve conflicts now compared to when we started? ____________________________________________________________
   
   
   
   
   
   
3. What is one way you will use your new "Conflict-Solver's Guide" in real life? ____________________________________________________________
   
   
   
   
   
   
4. What was your favorite part of being an Emotion Detective? ____________________________________________________________
   
   
   

Conflict Resolution Rubric – Session 3

Scoring Scale: 4 – Excellent, 3 – Proficient, 2 – Developing, 1 – Beginning

Mastery Criteria: To meet the session objective, Zachary should achieve a Proficient level (3) or higher in each criterion, demonstrating at least 3/4 correct emotion identification, appropriate strategy selection, and clear reasoning with no more than one prompt.

Conflict Resolution Reflection – Session 3

Student Name: ________________________ Date: _______________

1. What was one new conflict resolution strategy you learned today? _____________________________________________________________
   
   
   
2. When might you use the "Take a Break" strategy in real life? ____________________________________________________________
   
   
   
   
   
   
3. How can choosing a good strategy help solve a problem? _________________________________________________________
   
   
   
   
   
   
4. One thing I learned about solving conflicts today was: ____________________________________________________________
   
   
   

Perspective Scenario Cards – Session 2

Use these cards to practice identifying both the emotion and its cause. Read each scenario aloud and ask: “What emotion might this person feel? Why do you think they feel that way?” Aim for 4 out of 5 correct with no more than one prompt each.

1. Scenario 1:
   At recess, everyone chose teams for a game, but Maria was the last person picked. She sits alone on the bench, arms crossed.
   
   
   
   What emotion might this person feel?
   
   
   
   Why do you think they feel that way?
   
   
   
2. Scenario 2:
   In art class, Jamie accidentally knocks over his paint cup, splattering paint on his finished drawing. He clenches his fists and scowls.
   
   
   
   What emotion might this person feel?
   
   
   
   Why do you think they feel that way?
   
   
   
3. Scenario 3:
   After studying all week, Alex opens a graded quiz and sees a perfect score. He jumps up and shouts, showing the paper to his classmates.
   
   
   
   What emotion might this person feel?
   
   
   
   Why do you think they feel that way?
   
   
   
4. Scenario 4:
   When lunch bell rings, Sam reaches into his backpack and realizes he forgot his lunchbox at home. He paces the hallway, looking worried.
   
   
   
   What emotion might this person feel?
   
   
   
   Why do you think they feel that way?
   
   
   
5. Scenario 5:
   During math class, Taylor reads a word problem three times but still doesn’t understand it. He rubs his temples and sighs.
   
   
   
   What emotion might this person feel?
   
   
   
   Why do you think they feel that way?
   
   
   

Why Do They Feel That Way? – Session 2

Use this poster to connect emotions with reasons. When you read a scenario, look for clues to explain why someone might feel a certain way.

Keep this poster visible during our session. Refer to the Why Do They Feel That Way? Poster when you identify emotions and their causes in each scenario.

Perspective-Taking Rubric – Session 2

Scoring Scale: 4 – Excellent, 3 – Proficient, 2 – Developing, 1 – Beginning

Mastery Criteria: To meet the session objective, Zachary should achieve a Proficient level (3) or higher in each criterion, demonstrating at least 4/5 correct emotion–cause identifications with no more than one prompt.

Reflection Exit Ticket – Session 2

Student Name: ________________________ Date: _______________

1. Which scenario was easiest to identify the emotion and cause? ____________________________________________________
   
   
   
2. Which scenario was hardest to identify? _________________________________________________________________
   
   
   
3. Write one new reason (cause) you learned today for why someone might feel an emotion:
   ______________________________________________________________
   
   
   
   
   
   
4. How will you use your perspective-taking and emotion-cause skills in real life?
   ______________________________________________________________
   
   
   
   
   
   
5. One thing I liked about today’s session was: _____________________________________________________________