Emotion Mapping Chart

Name: _________________________ Date: _____________

An inner map helps us understand our feelings and thoughts! Let's explore yours.

Part 1: Your Feelings & Thoughts

Think about a recent time you felt a strong emotion (happy, sad, angry, excited, worried, calm). What was that feeling? What were you thinking?

1. Feeling: ____________________________________________________
   
   
   

2. What were you thinking? (What thoughts were in your head?)
   
   
   
   
   
   

Part 2: What Influences You?

Now, let's think about what might have caused that feeling or thought. What happened right before? Who was involved? Where were you?

Draw or write about what influenced your feeling/thought. (You can draw a picture, write a few words, or list things.)

Examples of influences:

• Someone said something to me.
• I saw something interesting.
• I was playing a game.
• I was doing schoolwork.
• I was hungry/tired.
• I was in a new place.

Part 3: Reflect and Connect

What did you learn about yourself by mapping this feeling?

Group Reflection Circle: Share Your Inner Map

Objective: To provide a safe space for students to share insights from their Emotion Mapping Charts and discuss common influences on feelings and thoughts.

Introduction (2 minutes)

Teacher: "Welcome to our reflection circle! Today, we're going to share some of the amazing discoveries we made about our 'inner maps' from the Emotion Mapping Chart. Remember, this is a safe space, and you only need to share what you feel comfortable with. There are no right or wrong answers, just observations about ourselves."

Sharing Our Maps (8 minutes)

Teacher: "I invite anyone who feels ready to share one thing they noticed or learned from their Emotion Mapping Chart. It could be a feeling you mapped, or something you realized influences your mood."

• Prompt 1: "Who would like to share one feeling they mapped and maybe one thing that influenced it?"

  • Teacher Note: After a student shares, acknowledge their contribution. "Thank you for sharing, [Student's Name]. That's a great observation."

• Prompt 2: "Did anyone notice a pattern? Maybe certain things always seem to make you feel a certain way?"

  • Teacher Note: Encourage connections and similarities without judgment. "It sounds like [Influence X] can affect many of us in different ways."

Discussion: Common Influences (8 minutes)

Teacher: "Now let's think bigger. What are some common things in our lives—at school, at home, with friends—that often influence how we feel or what we think?"

• Prompt 3: "What are some things that make many of us feel happy or excited?"

  • Follow-up: "How do those things make your body feel?"

• Prompt 4: "What are some things that sometimes make us feel frustrated or worried?"

  • Follow-up: "What are some healthy ways we can respond when we feel that way?"

Wrap-Up: Your Inner Compass (2 minutes)

Teacher: "Thank you all for sharing and listening. Remember, understanding your 'inner map' is like having an inner compass. The more you know about your feelings and thoughts, and what influences them, the better you can navigate your day and make choices that help you feel your best. Keep paying attention to your inner map!"

Mood Meter Check-In

Objective: To quickly engage students and help them identify and articulate their current emotional state at the beginning of the lesson.

Instructions for Students:

1. Look Inside: Take a moment to notice how you are feeling right now. What emotion best describes your current mood?

2. Choose a Color/Number: Imagine a mood meter or a feeling chart. Think about where your feeling would fit.

   • (Optional: Teacher can display a simple mood meter chart with colors/numbers from 1-5, e.g., Blue/1 = Low energy, unpleasant; Green/2 = Low energy, pleasant; Red/3 = High energy, unpleasant; Yellow/4 = High energy, pleasant; Gray/5 = Neutral.)

3. Share One Word: When it's your turn, quietly share one word that describes how you are feeling today.

   • Examples: Happy, sleepy, excited, calm, worried, curious, silly, energetic, peaceful, grumpy.

Teacher Facilitation Notes:

• Have students sit in a circle or in a way that promotes easy sharing.
• Explain that this is a quick check-in, not a long discussion about why they feel that way (unless a student explicitly expresses a need to share, which can be handled individually after the warm-up or lesson).
• Emphasize that all feelings are okay and that the goal is simply to acknowledge them.
• Model by sharing your own one-word feeling first.
• Encourage active listening from other students.