Emotional Awareness Reading

What Is Emotional Awareness?

Emotional awareness means recognizing and understanding your feelings as they happen. It involves three simple steps:

1. Notice what you’re feeling.
2. Name the emotion (e.g., frustration, excitement, disappointment).
3. Understand why you feel that way and how it affects your thoughts and actions.

When you become aware of your emotions, you gain the power to choose how to respond instead of simply reacting.

Why Emotional Awareness Matters

• Improved Decision-Making. When you know how you feel, you can avoid impulsive choices driven by anger or stress.
• Better Relationships. Explaining your emotions clearly helps peers and teachers understand you, making teamwork smoother.
• Increased Focus. If you recognize anxiety before a big exam, you can use calming techniques and concentrate on studying rather than on racing thoughts.
• Greater Resilience. Acknowledging disappointment when things don’t go as planned lets you bounce back faster and plan your next steps.

Consider this scenario:

• You receive a grade lower than you expected on a math test.
• You notice a knot in your stomach and a tight feeling in your chest.
• You name it: disappointment.
• You understand that the trigger is the test results, and then you calmly review your errors and make a study plan for next time.

By naming the feeling, you shift from blame or defeat to curiosity and action.

Strategies to Notice Your Emotions

Here are a few practical techniques you can use every day:

1. Body Scan (1–2 minutes). Close your eyes and move your attention from your head to your toes. Notice areas of tension (e.g., tight shoulders, knotted stomach) and ask, “What emotion am I sensing here?”

1. Stop-and-Label (3–2–1 Check-In). Pause wherever you are—class, lunch, or on the way home—and silently ask yourself:
   
   
   
   
   
   
   
   
   
   
   
   
   • 3 things I can see around me
   • 2 things I can feel in my body
   • 1 word for how I’m feeling
2. Emotion Journal. Keep a small notebook or a note in your phone. At least once a day, write:
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   • The emotion you felt (e.g., joy, frustration)
   • What triggered it
   • One action you took or could take next time
3. Emotion Wheel. Use an emotion wheel to expand your vocabulary beyond basic words. Instead of just “sad,” you might choose “overwhelmed” or “lonely.” Naming feelings precisely helps you act on them more effectively.

Reflecting on Your Feelings

After you notice and name an emotion:

• Ask yourself, “What made me feel this way?”
• Consider, “What can I do to respond in a healthy way?”
• Share with a friend or journal about your insights.

Reflection turns simple awareness into meaningful growth.

Your Turn

Find a quiet moment today to try one of the strategies above. Notice which method feels most natural and helpful for you. Practice makes it easier to catch your feelings early—and that’s the first step toward mastering your moments.

End of Reading

Emotional Check-In Worksheet

Name: ________________________ Date: _______________

1. Emotions in the Last 24 Hours

List three emotions you experienced recently. For each, rate the intensity, identify the trigger, and describe how you responded.

2. Deep Reflection on One Emotion

Choose one emotion from above and reflect more deeply.

• Physical sensations I noticed:
  
  
  
  
  
  
  
  
  
  
  
  
• What I think caused this feeling:
  
  
  
  
  
  
  
  
  
  
  
  
• Next time, I can respond by:
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  

3. Strategy Application

Refer to the strategies in the Emotional Awareness Reading.
Which technique would help you notice or manage this emotion in the future? Explain why.

4. Goal Setting

Based on your reflections, set one goal for tracking or managing your emotions this week:

• My goal: ________________________________________________
• Steps I will take:

  1. ---

  2. ---

  3. ---

Session 1 Discussion Prompts

Use these questions in pairs or small groups. After 10 minutes, we’ll regroup and share insights.

1. Which strategy from the reading (Body Scan, Stop-and-Label, Emotion Journal, Emotion Wheel) do you find most doable? Why?

1. Recall a recent moment when you noticed a physical signal of emotion (e.g., tight shoulders, racing heart). What did you learn by naming that feeling?

1. How might choosing a precise emotion word (e.g., “overwhelmed” instead of “sad”) change how you respond in a challenging situation?

1. What obstacles could make it hard to use these strategies in daily life (e.g., time, privacy, uncertainty)? How could you overcome them?

1. In what ways can talking about your emotions with a friend or classmate help you manage them? When might you need to handle emotions on your own?

Emotion Charades Game

Objective: Help students recognize and express emotions through nonverbal cues and build emotional vocabulary.

Materials:

• Deck of emotion cards (print or digital)

Game Instructions:

1. Shuffle the emotion cards and place them face-down in a pile.
2. One student at a time draws the top card without showing it to classmates.
3. The student silently acts out the emotion (no words or sounds) using facial expressions and body language.
4. Classmates call out guesses. The first correct guesser takes the next turn.
5. Continue until all cards have been acted out or time runs out.

Debrief (5 min):

• Ask volunteers how it felt to express or guess emotions without words.
• Which emotions were easy or hard to portray? Why?
• Discuss how understanding nonverbal cues can help in real-life situations (e.g., noticing a friend’s stress).

Emotion Cards List:

• Joy
• Sadness
• Anger
• Fear
• Disgust
• Surprise
• Excitement
• Frustration
• Pride
• Embarrassment
• Calm
• Confusion
• Anxiety
• Relief

Feel free to add more nuanced feelings as students advance (e.g., “overwhelmed,” “peaceful,” “jealous”).

Session 1 Quiz Answer Key

1. Multiple-Choice Questions

2. Likert Question (Self-Assessment)

Q4. How confident do you feel about noticing and naming your emotions as they arise?

• No single correct answer.
• This question is designed for students to reflect on their own progress.

3. Open-Response Questions & Rubrics

Question 5

Explain why using a more precise emotion word (for example, “overwhelmed” instead of “sad”) can help you better manage how you feel.

Rubric (4 points total):

• 4 points: Response clearly explains how specificity leads to clearer understanding of the feeling, suggests at least one concrete example of how a precise word guides a different coping strategy.
• 2–3 points: Response identifies that precise words give more information about the feeling and gives a general example or two.
• 1 point: Response mentions that precise words help but does not explain why or give an example.
• 0 points: No relevant explanation.

Example of a full-credit response:
“Calling my feeling ‘overwhelmed’ instead of just ‘sad’ tells me I’m under too much pressure rather than simply unhappy. That clarity helps me decide to take a short break or make a to-do list instead of just ‘waiting to feel better.’”

Question 6

Describe a personal plan for tracking an emotion this week using one of the strategies from the reading (Body Scan, Stop-and-Label, Emotion Journal, or Emotion Wheel). Which strategy will you use and how?

Rubric (4 points total):

• 4 points: Specifies one strategy clearly, outlines at least two concrete steps or times to use it, and explains how this will help notice/manage the emotion.
• 2–3 points: Identifies a strategy and gives one clear step or time to use it, with some explanation.
• 1 point: Names a strategy but gives no clear plan or explanation.
• 0 points: No relevant plan.

Example of a full-credit response:
“I will use the Stop-and-Label check-in every school day at lunch. First, I’ll pause when I sit down with my friends, look around and name three things I see. Then I’ll notice two body sensations (like a tight chest or relaxed shoulders) and say quietly to myself one word for how I feel, such as ‘anxious.’ Finally, I’ll jot that word in my notes app and, if it’s strong, take three deep breaths before returning to class.”

End of Answer Key

SMART Goals Reading

Why Set Goals?

Goals give your efforts direction and purpose. They help you focus energy, track progress, and celebrate achievements. But vague goals like “do better in school” often stall because they lack clear steps and deadlines.

The SMART Framework

Use the SMART criteria to turn broad aspirations into clear, actionable goals:

Specific
• Pinpoint exactly what you want to achieve (who, what, where, why).
• Example: Instead of “get fit,” write “be able to run 2 miles without stopping.”

Measurable
• Define how you will measure success (numbers, dates, quantities).
• Example: Track progress by recording distance or time each week.

Achievable
• Ensure your goal is realistic given your resources and time.
• Example: If you currently run a half-mile, adding ¼ mile each week is doable.

Relevant
• Align the goal with your priorities and long-term plans.
• Example: If you hope to join the cross-country team, improving endurance matters.

Time-Bound
• Set a clear deadline or schedule to create urgency and focus.
• Example: “Run 2 miles without stopping by the end of the semester.”

Writing Your Own SMART Goals

1. Start with a general idea of what you want to achieve.
2. Ask questions to refine each SMART element:
   • Who is involved?
   • How will I know I’ve succeeded?
   • Is this within my reach?
   • Why is it important to me?
   • When will I accomplish it?
3. Combine your answers into one clear goal statement.

Example: Turning Vague into SMART

Vague Goal: “I want to read more books.”
SMART Goal: “I will read four novels (at least 200 pages each) by the end of the school year by setting aside 20 minutes each evening after dinner.”

Notice how each SMART element is addressed:

• Specific: “four novels of at least 200 pages”
• Measurable: count of novels and pages
• Achievable: 20 minutes nightly is realistic
• Relevant: builds reading skills for English class
• Time-bound: “by the end of the school year”

Tips for Success

• Review your goal weekly and track progress.
• Break large goals into smaller milestones.
• Share your goal with a friend or mentor for accountability.
• Be prepared to adjust if obstacles arise—flexibility can keep you on track.

Practice using SMART questions the next time you set a goal. Clear goals lead to clear action steps and real progress!

Future Vision Sketch Worksheet

Name: ____________________________ Date: ________________

1. Sketch Your Future Self

Use the space below to draw or doodle a scene that shows where you see yourself in 3–5 years (academics, hobbies, career, lifestyle, relationships, etc.).

2. Written Vision Statements

List one vision or goal for each area below. Be as specific as you can about what success looks like for you in 3–5 years.

• Academics (e.g., favorite subjects, grades, awards):

• Hobbies & Interests (e.g., skills you’ll develop, clubs you’ll join):

• Career or Future Studies (e.g., field of work, college major, apprenticeship):

• Lifestyle & Well-Being (e.g., living situation, daily routines, health habits):

• Relationships & Community (e.g., friendships, family roles, community service):

After completing this worksheet, you’ll use your vision statements to craft SMART goals that move you closer to the future you’ve sketched.

SMART Goal Planner Worksheet

Name: ____________________________ Date: ________________

1. My Broad Goal Idea

Write a general goal you want to achieve (e.g., improve in a subject, learn a skill, develop a habit):

2. Define Each SMART Component

Specific
• Who is involved? What exactly do you want to accomplish? Where will it happen? Why is this goal important?

Measurable
• How will you measure your progress and know when the goal is achieved? (e.g., numbers, frequency, quality)

Achievable
• Is this goal realistic given your current resources, skills, and time? What steps or supports will help you reach it?

Relevant
• How does this goal align with your priorities, interests, or long-term vision? Why does it matter to you now?

Time-Bound
• What is your deadline or schedule for completing this goal? Are there key milestones or checkpoints?

3. Draft Your SMART Goal Statement

Combine your answers above into one concise statement, using all SMART elements.

For example: “I will [Specific action] by [Time-bound deadline] as measured by [Measurable metric], which is achievable because [Achievable supports], and relevant to my [Relevant reason].”

After drafting, add your finalized SMART goal to your Growth Portfolio using the Growth Portfolio Entry Template.

Session 2 Discussion Prompts

Use these questions in pairs or small groups. After 10 minutes, we’ll regroup and share key insights.

1. Choose one vague goal and discuss how to make it more Specific. Which SMART questions helped you clarify it?

1. Which SMART element (Measurable, Achievable, Relevant, or Time-Bound) feels most challenging? Why? How could you strengthen that part of your goal?

1. Reflect on a time you set a goal that wasn’t truly Relevant to your priorities. What happened? How can you ensure your current goal aligns with your long-term vision?

1. Identify a meaningful milestone or deadline for your SMART goal. How will that Time-Bound checkpoint keep you motivated?

1. What obstacles might you face in achieving this goal? Brainstorm one strategy for each obstacle to help you stay on track.

Goal Matching Game Cards

Objective:
Help students practice converting vague aspirations into SMART-formatted goals through collaborative refinement.

Materials:
• Deck of printed or digital cards, each displaying one sample vague goal (shuffle before use).

Game Instructions:

1. Divide students into groups of 3–4 and deal each group one or two goal cards.
2. On a blank sheet or scrap paper, group members discuss how to apply each SMART criterion (Specific, Measurable, Achievable, Relevant, Time-Bound) to the goal.
3. Rewrite the vague goal in SMART format, noting each element:
   • Specific: Who, what, where, why
   • Measurable: How you’ll track progress
   • Achievable: Resources or supports needed
   • Relevant: Connection to long-term vision
   • Time-Bound: Clear deadline or milestones
4. After 10 minutes, each group shares their original and SMART-refined goal with the class.
5. Debrief: Discuss which SMART component was easiest or hardest to define and why.

Sample Vague Goals (Cards):

• I want to get better at math.
• I want to read more books.
• I want to exercise regularly.
• I want to have better grades.
• I want to improve my time management.
• I want to make new friends.
• I want to eat healthier.
• I want to practice piano more.
• I want to reduce my screen time.
• I want to feel less stressed.

Feel free to add or swap in other student-generated vague goals for extra challenge!

Session 2 Quiz Answer Key

1. Multiple-Choice Questions

2. Open-Response Question & Rubric

Question 6

Rewrite the vague goal “I want to read more books” as a SMART goal.

Rubric (4 points total):
• 4 points: Statement includes all five SMART elements—Specific action (what and how many books/pages), Measurable metric (number of books/pages), Achievable steps or supports, Relevant reason, and a clear Time-bound deadline.
• 2–3 points: Response includes most elements (at least three) with some clarity, but misses or under-develops one or two SMART criteria.
• 1 point: Response references SMART language (e.g., mentions a deadline or quantity) but provides no clear, cohesive SMART statement.
• 0 points: No relevant SMART goal or answer is missing.

Example of a full-credit (4-point) response:
“I will read six novels of at least 250 pages each by the end of this semester by setting aside 20 minutes every school night after dinner, which is realistic since I finish homework by 7 PM and it supports my goal of improving my critical reading skills for English class.”

End of Answer Key

Growth Portfolio Entry Template

Session 2: Goal Setting with SMART Goals

Date: ____________________________

1. My SMART Goal

Goal Statement:

Specific:

Measurable:

Achievable:

Relevant:

Time-Bound:

2. Evidence of Progress

Actions I took this week:

What I observed or measured:

3. Reflection & Next Steps

What went well:

Challenges I faced:

My next steps to stay on track: