Warm Up
Warm-Up: Emotion Charades
Time: 5 minutes
Materials: Emotion word slips or cards, a small bag or container
Group: Whole class
Instructions
- Gather students in a circle or open space.
- Explain that they will play charades to act out different emotions using only facial expressions and body language—no words or sounds!
- Model two emotions yourself (e.g., happy, surprised) so students see how to use posture and expression.
- Place the emotion cards in a bag. Invite a volunteer to draw one card and quietly act out the emotion for classmates to guess.
- When someone names the correct emotion, the actor returns the card and selects the next volunteer.
- Continue until 4–5 students have taken a turn or time is up.
Debrief Questions
- “What clues helped you guess the emotion?”
- “How did the actor’s facial expression or movement give it away?”
- “Why is it important to recognize how others feel?”
Activity
Activity: Competency Matching Cards
Time: 15 minutes
Materials:
- Sets of matching cards (one set per pair):
• 5 cards with the name of each CASEL competency
• 10–12 cards with definitions and real-life examples - Envelopes or small bags to hold each set
- Chart paper or a large workspace per pair
Group: Pairs
Instructions
- Organize students into pairs and give each pair one envelope containing shuffled cards.
- Explain that they will match each competency name card to the correct definition or example card.
- Pairs spread their cards out on the table or chart paper.
- Students read each definition/example card and decide which competency it represents.
- When they think they have a match, they place the cards side by side.
- Once all matches are made (or time is nearly up), pairs raise their hands for you to check their matches.
- Allow pairs to correct any mismatches with your guidance.
Sample Cards Layout (for printing)
| Competency Name Cards | Definition/Example Cards |
|---|---|
| Self-Awareness | • I can name how I feel and why. |
| Self-Management | • I took three deep breaths when I felt upset. |
| Social Awareness | • I noticed my friend looked sad and asked if they’re okay. |
| Relationship Skills | • We worked together to solve a classroom problem. |
| Responsible Decision-Making | • I thought about consequences before choosing an answer. |
| • I asked for help when I wasn’t sure what to do next. | |
| • I listened carefully when my partner spoke. | |
| • I apologized when I realized I hurt someone’s feelings. |
Tip: Add 1–2 extra example cards to challenge pairs to think critically.
Debrief Questions
- “Which matches were easy? Which were tricky?”
- “Did any definition/example fit more than one competency?”
- “How can knowing these competencies help us in class and at home?”
Follow-Up Extension
Ask each pair to write or draw one additional example of a CASEL competency in action and share it with the class:
Lesson Plan
Discovering CASEL Competencies Plan
Introduce 3rd graders to the five CASEL competencies—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—through interactive slides, games, and reflection, so they can identify and practice these skills in daily life.
Building SEL foundation empowers students to understand their emotions, manage behavior, and collaborate positively. Early exposure boosts classroom climate, empathy, and decision-making skills.
Audience
3rd Grade Class
Time
45 minutes
Approach
Interactive slides, games, and personal reflection
Materials
Prep
Preparation
10 minutes
- Review CASEL Intro Slides and familiarize yourself with slide order
- Print and cut emotion word slips for Emotion Charades
- Prepare envelopes/sets of cards for Competency Matching Cards
- Print copies of Feelings Reflection Exit Ticket
- Arrange seating for whole-class circle and partner work
Step 1
Introduction to SEL
10 minutes
- Display CASEL Intro Slides
- Briefly explain each competency with slide examples
- Ask students for quick real-life examples of each skill
- Record student ideas on chart paper or whiteboard
Step 2
Warm-Up: Emotion Charades
5 minutes
- Use Emotion Charades to act out and guess feelings
- Debrief: Which body or facial cues gave it away? How does recognizing feelings help us?
Step 3
Main Activity: Competency Matching
15 minutes
- Arrange students in pairs and distribute Competency Matching Cards
- Instruct pairs to match competency names to definitions/examples
- Circulate to guide and correct mismatches
- Encourage discussion on why examples fit certain competencies
Step 4
Class Discussion
5 minutes
- Invite pairs to share one tricky match and explain reasoning
- Discuss how these competencies show up at school and home
- Highlight overlapping skills and real-world applications
Step 5
Cool-Down: Feelings Reflection Exit Ticket
10 minutes
- Distribute Feelings Reflection Exit Ticket
- Prompt students to write or draw:
• One competency they used today and how
• An example of using an SEL skill outside class
• A goal for using SEL tomorrow - Collect tickets as students finish
Slide Deck
What is Social-Emotional Learning (SEL)?
Social-Emotional Learning (SEL) is the process of developing skills to:
- Understand and manage our emotions
- Set and achieve positive goals
- Feel and show empathy for others
- Build healthy relationships
- Make responsible decisions
Welcome students! Today we’re going to learn about Social-Emotional Learning, or SEL. Explain that SEL skills help us understand ourselves and others so we can learn and work together.
Why SEL Matters
- Helps us recognize and label our feelings
- Improves focus and success in school
- Builds kindness and positive relationships
- Prepares us to solve problems in real life
Highlight that SEL isn’t just “nice to have”—it boosts focus, kindness, and teamwork. Invite a quick thumbs-up if they’ve ever felt stronger after talking about feelings.
Self-Awareness
Definition: Knowing our own emotions, values, strengths, and limitations
Example: “I notice I feel excited when I read my favourite book.”
Explain that self-awareness is the first competency. Ask for a volunteer to name a feeling they notice in themselves.
Self-Management
Definition: Regulating emotions, thoughts, and behaviours in different situations
Example: “When I feel angry, I take three deep breaths to calm down.”
Discuss strategies like deep breathing, counting, or talking it out when emotions run high.
Social Awareness
Definition: Recognizing and empathizing with others’ feelings and perspectives
Example: “I noticed my friend looked worried, so I asked if they needed help.”
Point out how understanding others’ feelings helps us be kind. Ask: “How can you tell if someone else is happy or sad?”
Relationship Skills
Definition: Communicating clearly, listening actively, cooperating, and resolving conflict
Example: “We worked together on our art project and shared our ideas respectfully.”
Emphasize listening and cooperation. Model using “I” statements and taking turns in conversation.
Responsible Decision-Making
Definition: Making caring and constructive choices about personal and social behaviour
Example: “Before playing, I checked with an adult to make sure it was safe.”
Discuss thinking ahead. Prompt: “What might happen if you rush a decision without thinking?”
Our SEL Journey Today
- Warm-Up: Emotion Charades
- Main Activity: Competency Matching Cards
- Cool-Down: Feelings Reflection Exit Ticket
Review today’s plan so students know what’s coming. Encourage enthusiasm for each part.
Cool Down
Cool-Down: Feelings Reflection Exit Ticket
Time: 10 minutes
Materials: Paper or worksheet, pencil/crayons
Group: Individual
Instructions
Write or draw your responses to the prompts below. When you finish, hand your exit ticket to the teacher.
- The CASEL competency I used today and how I used it:
- An example of using an SEL skill outside of class:
- My goal for using SEL tomorrow: