Understanding Our Emotions Script

Warm Up: What's Your Vibe? (5 minutes)

Teacher: "Good morning/afternoon, everyone! Let's start our day by checking in with ourselves. I want you to think about how you're feeling right now, and then describe it with just one word or a simple drawing on your Warm Up: What's Your Vibe? sheet. Don't worry about perfect spelling or drawing, just express yourself!"

Teacher: "Who would like to share their 'vibe' with the class? Remember, there are no right or wrong answers when it comes to feelings!" (Allow 2-3 students to share briefly).

Introduction to SEL & Emotions (10 minutes) - Feelings & Me Slide Deck (Slides 1-3)

Teacher: "Wonderful! It sounds like we have a lot of different feelings in the room today, and that's perfectly normal. Today, we're going to start an exciting journey into something called SEL." (Feelings & Me Slide Deck - Slide 1)

Teacher: "Does anyone know what SEL stands for? It's okay if you don't! It means Social Emotional Learning. It's all about how we learn to understand our feelings, get along with others, make good choices, and work through tough stuff. Why do you think this might be important?" (Pause for student responses, affirm their ideas).

Teacher: "You got it! It helps us be happy and successful in school and in life. Today, we're going to focus on the 'Emotional' part of SEL – specifically, our feelings!" (Feelings & Me Slide Deck - Slide 2)

Teacher: "What are feelings?" (Pause for responses).

Teacher: "Great ideas! Feelings are like signals from our bodies and minds. They tell us how we are doing and what we might need. Look at the screen. We have happy, sad, angry, scared, surprised, and calm. Can you think of any other feelings?" (Call on a few students).

Teacher: "Fantastic! There are so many feelings! And guess what? We all have 'emotion detectors' inside us!" (Feelings & Me Slide Deck - Slide 3)

Teacher: "Our emotion detectors help us do two super important things: first, notice how we are feeling, and second, notice how others are feeling. When we understand feelings, we can respond in helpful ways. It's like having a superpower!"

Reading: The Emotion Explorers' Guide (10 minutes) - Feelings & Me Slide Deck (Slide 4)

Teacher: "Now, we're going on an adventure! Our mission is to become expert emotion explorers. To help us, we're going to read a special guide called The Emotion Explorers' Guide Reading." (Feelings & Me Slide Deck - Slide 4)

Teacher: "As we read, pay attention to the different emotions the characters feel and how they react. Let's explore together!" (Distribute The Emotion Explorers' Guide Reading and either read aloud as a class or have students read independently, pausing to discuss key emotion vocabulary as appropriate).

Activity: My Emotion Map (15 minutes) - Feelings & Me Slide Deck (Slide 5)

Teacher: "Excellent job exploring those emotions! Now it's your turn to create your very own My Emotion Map Worksheet." (Feelings & Me Slide Deck - Slide 5)

Teacher: "On your worksheet, you'll see spaces for different emotions. For each emotion, I want you to:

1. Draw a face that shows that feeling.
2. Then, draw or write about a time you felt that way, or when someone else might feel that way. Use words and pictures to show your understanding."

Teacher: "You have about 10 minutes to work on this. If you finish early, you can add more details or colors." (Circulate and provide support. After 10 minutes, gather attention).

Teacher: "Wonderful maps, everyone! Now, who would like to share one emotion from their map and tell us a little about it? This is our Sharing Our Feelings Discussion." (Allow 3-4 students to share briefly, emphasizing listening and respect).

Game: Emotion Charades (10 minutes) - Feelings & Me Slide Deck (Slide 6)

Teacher: "You've all done a fantastic job mapping emotions! Now, let's have some fun with our feelings! We're going to play Emotion Charades Activity!" (Feelings & Me Slide Deck - Slide 6)

Teacher: "I'm going to divide you into small groups. In your groups, you will take turns acting out different emotions without speaking. Your teammates will guess the emotion! This is a great way to practice showing and recognizing feelings in a playful way. Let's make sure we are respectful and supportive of our classmates as they act." (Briefly explain rules and demonstrate an emotion if needed. Divide students and let them play).

Cool Down: One Word Wonders (5 minutes) - Feelings & Me Slide Deck (Slides 7-8)

Teacher: "Excellent energy and emotion recognition during our game, everyone! You've been amazing Emotion Explorers today!" (Feelings & Me Slide Deck - Slide 7)

Teacher: "Now, for our Cool Down: One Word Wonders, I want you to think about our lesson today. What is ONE WORD that describes something new you learned, or how you are feeling right now after thinking about all these emotions?" (Feelings & Me Slide Deck - Slide 8)

Teacher: "When I call on you, please share your one word. Thank you all for a great lesson on feelings and SEL!" (Call on students for their one-word responses).

Warm Up: What's Your Vibe?

Instructions: Think about how you are feeling right now. In the space below, use one word or a simple drawing to show your current

The Emotion Explorers' Guide

Hello, brave Emotion Explorers! Today, we're going on an adventure to discover the wonderful world of feelings. Our feelings are like little messages that our bodies and minds send us. They help us understand ourselves and others.

Meet the Feelings!

Happy

Smile! When you feel happy, you might feel light and bubbly. Your face might light up, and you might even giggle! You feel happy when good things happen, like playing with friends, getting a compliment, or eating your favorite snack.

Sad

A little tear might fall. Feeling sad is when you feel a bit down or heavy. You might want to cry, or just need a quiet hug. It's okay to feel sad when something disappointing happens, like losing a toy or missing someone you love. Everyone feels sad sometimes.

Angry

Fists might clench! When you feel angry, you might feel hot, or like you want to shout. It's a strong feeling that can happen when things don't go your way, or when you feel treated unfairly. It's important to learn safe ways to show anger, like taking deep breaths or talking about it.

Scared

A shiver down your spine! Feeling scared is when you feel worried or frightened. Your heart might beat fast, or you might want to hide. You might feel scared in the dark, when you hear a loud noise, or before trying something new. It's good to talk to an adult when you feel scared.

Surprised

Gasp! Surprise is a quick feeling! It happens when something unexpected happens. Your eyes might open wide, and you might make a little

My Emotion Map

Instructions: For each emotion below, draw a face that shows the feeling. Then, in the box next to it, draw or write about a time you felt that way, or when someone else might feel that way.

1. Happy

Draw a happy face here:

When do I feel happy?

2. Sad

Draw a sad face here:

When do I feel sad?

3. Angry

Draw an angry face here:

When do I feel angry?

4. Scared

Draw a scared face here:

When do I feel scared?

5. Surprised

Draw a surprised face here:

When do I feel surprised?

6. Calm

Draw a calm face here:

When do I feel calm?

Sharing Our Feelings Discussion

Instructions: After completing your My Emotion Map Worksheet, we will have a class discussion. Be ready to share one emotion from your map and tell us a little bit about it – either how you drew it, or the situation you described. Remember to listen respectfully to your classmates.

Discussion Prompts:

• "Who would like to share one emotion they put on their map?"
• "What was it like to draw the face for that emotion?"
• "Can you tell us about a time you felt that emotion, or why you chose that situation?"
• "What did you notice about how others drew or described their emotions?"
• "Why is it important to be able to talk about our feelings?"
• "Did anyone choose an emotion that was challenging to draw or describe? Why?"

Emotion Charades

Goal: To practice recognizing and expressing different emotions through acting.

Materials:

• Small slips of paper with different emotions written on them (e.g., Happy, Sad, Angry, Scared, Surprised, Calm, Excited, Confused, Proud, Shy).
• A bag or hat to draw emotion slips from.

Instructions:

1. Divide into Groups: The teacher will divide the class into small groups (3-4 students per group).
2. Take Turns: In each group, one student will pick an emotion slip from the bag. Do not show the slip to your group members!
3. Act it Out: Without speaking, the student acts out the emotion using only their face and body.
4. Guess the Emotion: The other students in the group guess which emotion is being acted out.
5. New Actor: Once the emotion is correctly guessed (or after a set time, like 30 seconds), a new student takes a turn.
6. Repeat: Continue playing, making sure everyone gets a chance to act.

Teacher Tip: Encourage students to really think about how each emotion feels in their body and what their face looks like when they feel it. Remind them to be supportive and encouraging of their group members.

Emotion Match-Up Game

Goal: To reinforce the recognition of different emotions by matching emotion words with their corresponding facial expressions.

Materials:

• Emotion Cards (Set 1: Cards with emotion words like "Happy," "Sad," "Angry," "Scared," "Surprised," "Calm," "Excited," "Confused," "Proud," "Shy")
• Expression Cards (Set 2: Cards with drawings or photos of children showing these same facial expressions)

Preparation:

1. Print and cut out the Emotion Cards and Expression Cards. It's helpful to print them on different colored paper or put a distinct mark on the back of each set so they can be easily sorted.
2. Laminate for durability if possible.

Instructions (Small Group Play):

1. Shuffle and Deal: Shuffle both sets of cards together. Deal all cards face down to the players in a small group (2-4 players).
2. Layout: Each player arranges their cards face down in a grid in front of them, like a memory game.
3. Take Turns: On their turn, a player flips over two cards. The goal is to find a matching pair (an emotion word and a corresponding facial expression).
4. Match or No Match:
   • If the two cards match (e.g., the word "Happy" and a picture of a happy face), the player keeps the pair and gets to take another turn.
   • If the two cards do not match, the player flips them back over, trying to remember where they were. It is the next player's turn.
5. Winning: The game continues until all pairs have been matched. The player with the most pairs at the end of the game wins.

Instructions (Whole Class - Teacher-led):

1. Display Cards: Place all the Emotion Cards on one side of the board and all the Expression Cards on the other side, visible to everyone.
2. Call Out: The teacher calls out an emotion word.
3. Match: Students then point to or verbally identify the matching facial expression. Alternatively, students can come up to the board and draw a line connecting the word to the picture.

Differentiation:

• Support: For students needing more support, start with fewer emotion pairs. Provide clear examples of each emotion.
• Challenge: For students needing more challenge, use more nuanced emotions (e.g., frustrated, eager, embarrassed) or have them justify why a certain expression matches an emotion.

My Daily Feeling Journal

Instructions: Each day, take a few minutes to think about your feelings. In your journal, write or draw about:

1. How are you feeling right now? (Pick one or two main feelings.)
2. What happened today that made you feel that way? (Describe the situation or event.)
3. What did you do with that feeling? (Did you talk about it? Keep it to yourself? Draw? Play?)

Today's Date:

1. My main feeling(s) today is/are:

2. What happened today that made me feel this way?

3. What did I do with this feeling?

Today's Date:

1. My main feeling(s) today is/are:

2. What happened today that made me feel this way?

3. What did I do with this feeling?

Cool Down: One Word Wonders

Instructions: Think about everything we learned and discussed about feelings and SEL today. In the space below, write down one word that describes either:

• Something new you learned today about emotions or SEL.
• How you are feeling right now after our lesson.

My One Word Wonder:

Emotion Check-In & SEL Mastery Answer Key

Part 1: Emotion Check-In Quiz

1. What does SEL stand for?

• Correct Answer: Social Emotional Learning
• Thought Process: SEL is an acronym for Social Emotional Learning. This is a foundational concept introduced in the lesson.

2. Which emotion might you feel if you get a surprise gift?

• Correct Answer: Surprised
• Thought Process: A surprise gift by definition evokes the emotion of surprise, which involves an unexpected event.

3. Name two different emotions you have learned about today.

• Correct Answer: Happy, Sad, Angry, Scared, Surprised, Calm (any two of these, or other valid emotions discussed)
• Thought Process: Students should recall at least two emotions covered in the reading, slides, or activities. Examples include happy, sad, angry, scared, surprised, and calm.

4. Why is it important to understand your feelings?

• Correct Answer: Understanding feelings helps us know what we need, communicate with others, and make good choices. (Accept similar answers that reflect self-awareness and positive social interaction.)
• Thought Process: The lesson emphasizes that feelings are signals and understanding them helps in self-regulation and interpersonal skills.

5. If your friend looks like they are frowning and have tears in their eyes, how might they be feeling?

• Correct Answer: Sad
• Thought Process: Frowning and tears are common external indicators of sadness.

Part 2: SEL Mastery Challenge Test

1. Which of these is NOT part of Social Emotional Learning (SEL)?

• Correct Answer: Learning to read math books
• Thought Process: SEL focuses on social and emotional skills, not academic subjects like reading math. The other options (understanding feelings, getting along with others, making good choices) are core SEL components.

2. Describe a time when you felt happy. What happened?

• Correct Answer: Student's personal experience of happiness and description of the situation. (Responses will vary but should clearly describe a scenario leading to happiness.)
• Thought Process: This question assesses the student's ability to connect an emotion to a personal experience.

3. If you are feeling angry, what is a helpful thing to do?

• Correct Answer: Take a deep breath
• Thought Process: Taking deep breaths is a common and effective self-regulation strategy for managing anger. The other options are unhelpful or destructive.

4. Why is it important to recognize how your friends are feeling?

• Correct Answer: It helps us be good friends, understand what they need, and know how to help them or play nicely with them. (Accept similar answers related to empathy, social skills, and positive relationships.)
• Thought Process: This addresses the social awareness aspect of SEL and understanding others' emotions.

5. Which emotion is shown by wide eyes and an open mouth?

• Correct Answer: Surprised
• Thought Process: Wide eyes and an open mouth are typical facial expressions associated with surprise.

6. Imagine you accidentally spill juice on your drawing. How might you feel, and what could you do to handle that feeling?

• Correct Answer: Students might feel sad, angry, frustrated. Possible actions: take a deep breath, ask for help to clean up, start a new drawing, talk about it. (Accept any reasonable feeling and a constructive coping strategy.)
• Thought Process: This assesses the student's ability to identify emotions in a given scenario and propose appropriate coping mechanisms, demonstrating problem-solving and self-regulation.

7. When you feel calm, your body usually feels:

• Correct Answer: Relaxed and peaceful
• Thought Process: Calmness is characterized by a state of relaxation and peace, in contrast to heightened emotional states.

8. What does having an 'emotion detector' mean?

• Correct Answer: It means we can notice and understand our own feelings and the feelings of others. (Accept similar answers emphasizing self-awareness and social awareness of emotions.)
• Thought Process: This refers back to the concept introduced in the slide deck and script, checking understanding of emotional recognition.

My Emotion Superhero Project

Project Goal:

Create your very own Emotion Superhero! Your superhero will have powers related to understanding and managing feelings, and they will help others with their emotions.

What to Create:

You can choose to create your Emotion Superhero in one of these ways:

• A Drawing: Draw your superhero, showing what they look like and one of their powers.
• A Story: Write a short story (1-2 paragraphs) about your superhero and how they use their powers to help someone with their feelings.
• A Short Comic Strip: Draw 3-4 panels showing your superhero in action, helping someone with an emotion.

Project Requirements:

1. Superhero Name: Give your Emotion Superhero a unique and powerful name (e.g., Captain Calm, Empathy Kid, Dr. Happy).
2. Appearance: Describe or draw what your superhero looks like. What colors do they wear? Do they have a special symbol?
3. Emotion Power: Your superhero must have at least one special power that helps with emotions. This could be:
   • Helping someone feel calm when they are angry.
   • Helping someone understand why they are feeling sad.
   • Helping people talk about their feelings.
   • Helping people to be kind when someone is feeling left out.
4. How They Help: Describe or show how your superhero uses their power to help someone with a specific emotion.
5. Effort & Creativity: Show your best effort and be creative with your ideas!

Steps to Success:

1. Brainstorm Ideas: Think about different emotions and what kind of power would be helpful.
2. Choose Your Format: Decide if you will draw, write a story, or create a comic.
3. Plan Your Superhero: Think about their name, look, and power.
4. Create Your Project: Work carefully on your drawing, story, or comic.
5. Review: Check your project against the requirements above.

Presentation Day:

Be ready to share your Emotion Superhero with the class! You will get to tell us about their name, their power, and how they help others.

Emotion Superhero Project Rubric

Student Name: ____________________________
Date: _________________________________