Feeling Check-In

Instructions: Think about how you are feeling right now. Choose one emotion that best describes your current state. Write it down and be ready to share why you chose that emotion with a partner.

My current emotion is:





I feel this way because:

SEL Introduction: Your Feelings, Your Superpower! - Teacher Script

Warm-Up: Feeling Check-In (5 minutes)

(Teacher): "Good morning/afternoon everyone! Let's start our class today with a quick 'Feeling Check-In.' On your Feeling Check-In Warm Up sheet, I want you to silently think about how you are feeling right now. Choose one emotion that best describes your current state. Write it down, and then write a sentence or two about why you chose that emotion.


(Pause for 1-2 minutes while students write)

"Okay, now, turn to a partner next to you and briefly share your emotion and why you feel that way. Remember to listen respectfully to your partner. If you're comfortable, we'll share a few with the whole class."

(After a minute or two of partner sharing, ask for 2-3 volunteers to share with the class).

Introduction to SEL (10 minutes)

(Teacher): "Thank you for sharing! It's great to hear about all the different feelings in our room today. And guess what? That's exactly what we're going to talk about today: our feelings!"

(Teacher): "Look at our first slide: Your Feelings, Your Superpower! Today, we're going to explore how understanding our feelings can be a real superpower!"

(Teacher): "Next slide: What is SEL? Today, we're diving into something called Social Emotional Learning, or SEL for short. It's a big phrase, but it means a lot of things that help us in our daily lives. Can anyone tell me what they think 'Social Emotional Learning' might mean?"


(Allow 1-2 student responses)

(Teacher): "Exactly! SEL is all about learning skills like understanding our own feelings and the feelings of others, learning to manage those feelings, making good choices, and building strong relationships. These are super important skills for school, for home, and for your future!"

(Teacher): "Next slide: All Feelings Are Okay! First, and most important: all feelings are okay. Whether you're feeling happy, sad, angry, or excited, every single emotion is natural. They're like messages from our bodies and brains, telling us something important about what's going on inside us and around us. It's what we do with those feelings that matters."

(Teacher): "Next slide: Common Emotions Let's brainstorm some common emotions. Who can name an emotion?"


(Write down student responses on the board or refer to the slide for common examples if needed. Discuss each briefly.)

"Great! We have so many words to describe how we feel."

(Teacher): "Next slide: Why Recognize YOUR Feelings? Why do you think it's important to be able to recognize your own feelings? How does knowing how you feel help you?"


(Facilitate a brief Discussion on Emotions. Guide students to understand it helps with needs, decisions, and self-management.)

(Teacher): "Next slide: Why Recognize OTHERS' Feelings? And what about other people? Why is it important to try and understand how they might be feeling?"


(Facilitate another brief Discussion on Emotions. Guide students to understand it helps with empathy, friendship, and problem-solving.)

Practicing Emotion Recognition (15 minutes)

(Teacher): "Next slide: Let's Practice! Now that we've talked about what SEL is and why emotions are so important, let's practice becoming emotion experts! I'm going to hand out a SEL Introduction Reading and an Emotion Scenario Worksheet. First, please read the short passage individually or with a partner. Then, complete the worksheet, where you'll read different scenarios and identify the emotions someone might be feeling. Take about 15 minutes for this."

(Distribute handouts. Circulate and assist students as they work.)

Emotion Charades Activity (10 minutes)

(Teacher): "Fantastic work, everyone! Now for a fun way to practice identifying emotions through actions. We're going to play 'Emotion Charades'!"

(Teacher): "I'm going to divide you into small groups. Each group will receive a set of Emotion Charades Activity Cards. One person will pick a card and act out the emotion written on it, without speaking. Their group members will try to guess the emotion. Take turns acting and guessing. Pay close attention to body language and facial expressions!"

(Divide students into groups and distribute the Emotion Charades Activity Cards. Monitor groups and keep time.)

Debrief and Discussion (10 minutes)

(Teacher): "Alright everyone, bring it back together! Great job with the charades!"

(Teacher): "Let's have a quick Debrief Discussion. How did it feel to act out emotions without words? Was it easy or difficult to guess what others were feeling? What cues did you look for?"


(Allow students to share their experiences and observations.)

"Why do you think an activity like this is helpful in real life?"


(Guide students to connect it to non-verbal communication and empathy.)

(Teacher): "Remember, all feelings are valid, and they all serve a purpose. Learning to notice them in yourself and others is the first step to understanding and managing them effectively."

Cool-Down: Emotion Reflection (5 minutes)

(Teacher): "To wrap up our lesson today, I have one final task for you. I'm handing out an Emotion Reflection Cool Down. On this sheet, I want you to write down one new thing you learned today about emotions, and how you might use this new understanding in your daily life. It can be something small, but something meaningful to you."

(Distribute the cool-down. Collect them as students finish, serving as an exit ticket.)

Assessment & Extension (Optional Homework/Future Lesson) (5 minutes)

(Teacher): "For those of you who want to further test your knowledge, there is an optional SEL Quiz available. We also have a longer SEL Project Guide with a SEL Project Rubric for a deeper dive into understanding and expressing emotions, which we might work on in a future lesson or as a take-home project."

(Teacher): "Excellent work today, future emotion superpowers! You've taken a big step in understanding your feelings and becoming more aware of the feelings of those around you."

Emotion Scenario Worksheet

Instructions: Read each scenario carefully. In the space provided, write down one or two emotions the person in the scenario might be feeling. Then, explain why you think they might feel that way, using clues from the scenario.

Scenario 1

Maria worked really hard on her science project for weeks. She spent extra time researching and making her display look perfect. When the science fair results were announced, she heard her name called as the first-place winner!

What emotions might Maria be feeling?

Why?

Scenario 2

Liam was playing his favorite video game, and he was on the last level. He was so close to winning when suddenly, the internet went out and his game froze! He stomped his foot and let out a big sigh.

What emotions might Liam be feeling?

Why?

Scenario 3

Chloe moved to a new town last month and started at a new school. She often eats lunch by herself and watches other kids playing together during recess, wishing she had someone to talk to.

What emotions might Chloe be feeling?

Why?

Scenario 4

Jacob had been looking forward to his family vacation all year. They were finally at the airport, about to board the plane for the beach. He couldn't stop smiling and kept asking his parents, "Are we there yet?"

What emotions might Jacob be feeling?

Why?

Scenario 5

Ms. Davis announced a surprise pop quiz in math class. Sarah hadn't studied the night before and felt her heart start to race. She looked down at her desk, hoping the teacher wouldn't call on her.

What emotions might Sarah be feeling?

Why?

Emotion Charades Activity

Objective: To practice recognizing and expressing different emotions through non-verbal communication.

Materials:

• Emotion Charades Activity Cards (provided below)

Instructions:

1. Divide into small groups (3-5 students per group).
2. Shuffle the Emotion Charades Activity Cards and place them face down in the center of your group.
3. One person from the group will pick a card without showing it to anyone else.
4. The person will then act out the emotion written on the card using only their body and facial expressions – no talking or sounds allowed!
5. The other members of the group will try to guess which emotion is being acted out.
6. Once the emotion is correctly guessed, the next person in the group takes a turn.
7. Continue playing until all cards have been used or time is called by the teacher.

Tips for Acting:

• Think about how your face looks when you feel this emotion.
• How does your body move? (e.g., fast, slow, tense, relaxed)
• What kind of posture would you have? (e.g., slumped, upright, fidgety)

Tips for Guessing:

• Watch the actor carefully.
• Pay attention to their face, eyes, mouth, and eyebrows.
• Look at their arms, hands, and how they stand or sit.

Emotion Charades Activity Cards

(Cut these out to create individual cards for the activity)

| Card 4 | Card 5 | Card 6 |
| Scared | Surprised | Excited |

| Card 7 | Card 8 | Card 9 |
| Frustrated | Calm | Confused |

| Card 10 | Card 11 | Card 12 |
| Shy | Proud | Disappointed |

| Card 13 | Card 14 | Card 15 |
| Silly | Bored | Curious |

Discussion on Emotions: Unpacking Our Superpowers

Objective: To facilitate open conversation and deeper understanding of emotions, self-awareness, and empathy.

Introduction: "Earlier, we talked about how understanding our feelings is a superpower. Let's dig a little deeper into that. We'll have a discussion about some of the things we've learned and experienced today."

Discussion Prompts (Choose a few, or use as time allows):

Self-Awareness & Identifying Your Feelings

1. "Think back to our Feeling Check-In Warm Up. Was it easy or difficult to pick just one emotion? Why?"
   
   
   
2. "What are some new emotions you learned about today, or new ways to describe feelings you already knew?"
   
   
   
3. "Can you think of a time when you felt a strong emotion, and how recognizing that feeling helped you? What happened?"
   
   
   
4. "Why do you think it's important to know what you're feeling before you can decide what to do about it?"
   
   
   

Social Awareness & Recognizing Others' Feelings (Empathy)

1. "During our Emotion Charades Activity, what clues did you use to guess what emotion your classmates were acting out? (Think about faces, bodies, sounds they didn't make)."
   
   
   
2. "How did it feel when someone correctly guessed your emotion during charades? How did it feel when you correctly guessed someone else's?"
   
   
   
3. "Read the Emotion Scenario Worksheet again. Did anyone find it challenging to figure out what emotion someone else might be feeling in a scenario? Why?"
   
   
   
4. "Why is it helpful to try and understand how someone else is feeling, even if you don't feel the same way? How does that help you be a better friend or classmate?"
   
   
   

General Reflection & Application

1. "We said all feelings are okay. Can you explain what that means to someone who might think some feelings, like anger or sadness, are 'bad'?"
   
   
   
2. "What is one thing you learned today about emotions that you think will be most useful to you this week?"
   
   
   
3. "How can you use your new 'emotional superpower' to help yourself or others in school or at home?"
   
   
   

Conclusion: "Great insights, everyone! Remember, understanding emotions in yourself and others is a lifelong journey. Every day is a chance to practice and grow your emotional superpowers!"

Emotion Match-Up Game

Objective: To quickly reinforce emotion vocabulary and recognition through a fun, low-prep game.

Materials:

• Whiteboard or chart paper
• Markers

Instructions (Whole Class):

1. The teacher will write a list of emotions on one side of the whiteboard (e.g., Happy, Sad, Angry, Surprised, Confused).
2. On the other side, the teacher will write a list of short scenarios or descriptions of non-verbal cues (e.g., "A friend just got an A on a test," "Someone dropped their ice cream," "A person has crossed arms and a frown," "You open a gift you didn't expect"). These should be mixed up and not directly aligned.
3. Divide the class into two teams.
4. One student from Team 1 comes to the board. The teacher reads a scenario/description aloud.
5. The student must draw a line connecting the scenario to the emotion they think it represents on the board.
6. If correct, their team gets a point. If incorrect, Team 2 gets a chance to

SEL Introduction: Answer Key

This answer key provides possible responses for the Emotion Scenario Worksheet, SEL Introduction Quiz, and SEL Introduction Test. Please note that for open-ended questions, student responses may vary but should align with the core concepts of emotional identification and empathy.

Emotion Scenario Worksheet - Answer Key

Scenario 1: Maria and the Science Fair

• Emotions: Happy, Proud, Excited, Joyful, Triumphant
• Why: She worked hard and won first place, which brings positive feelings of accomplishment and joy.

Scenario 2: Liam and the Video Game

• Emotions: Frustrated, Angry, Annoyed, Disappointed
• Why: He was close to winning, and the unexpected internet outage stopped him, leading to feelings of irritation and powerlessness.

Scenario 3: Chloe and the New School

• Emotions: Lonely, Sad, Left out, Shy, Isolated, Longing
• Why: She is new, eats alone, and wishes for company, indicating feelings of social isolation and sadness.

Scenario 4: Jacob and Vacation

• Emotions: Excited, Happy, Eager, Joyful, Anticipatory
• Why: He has been looking forward to the trip, is smiling, and is impatient to arrive, all signs of positive anticipation and happiness.

Scenario 5: Sarah and the Pop Quiz

• Emotions: Anxious, Scared, Nervous, Worried, Stressed
• Why: She hadn't studied for a surprise quiz, and her physical reaction (racing heart, looking down) suggests fear and anxiety about the unknown outcome.

SEL Introduction Quiz - Answer Key

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

   • Correct Answer: Knowing how to solve complex math problems
   • Thought Process: SEL focuses on emotional and social skills, not academic subjects like math. The other options are core aspects of SEL.

2. Name two different emotions you might feel during a school day.

   • Correct Answer: (Student responses will vary) Examples: Happy, Sad, Frustrated, Excited, Calm, Confused, Anxious, Bored.
   • Thought Process: Students should be able to recall and articulate common emotions.

3. When someone has a big smile and bright eyes, what emotion are they most likely feeling?

   • Correct Answer: Happy
   • Thought Process: A smile and bright eyes are universal non-verbal cues for happiness.

4. Why is it important to understand your own feelings? Give one reason.

   • Correct Answer: (Student responses will vary) Examples: It helps you know what you need; it helps you make better decisions; it helps you communicate with others; it helps you manage your feelings.
   • Thought Process: Students should connect self-awareness to personal benefits.

5. Imagine your friend looks down, has slumped shoulders, and isn't talking much. What emotion might they be feeling? How could you show empathy?

   • Correct Answer: (Student responses will vary) Emotion: Sad, disappointed, lonely, tired. Empathy: I could ask if they are okay; offer to listen; ask if they want to talk; offer a hug (if appropriate); just sit with them quietly; try to cheer them up (if appropriate).
   • Thought Process: Students should use non-verbal cues to infer emotion and suggest appropriate empathetic responses.

SEL Introduction Test - Answer Key

1. What does SEL stand for?

   • Correct Answer: Social Emotional Learning
   • Thought Process: Direct recall of the acronym.

2. List three of the main components of Social Emotional Learning (SEL).

   • Correct Answer: (Any three of the following) Self-awareness, Self-management, Social awareness, Relationship skills, Responsible decision-making.
   • Thought Process: Recall the five core competencies of SEL discussed in the reading and slides.

3. Which of the following statements about emotions is TRUE?

   • Correct Answer: All emotions are natural and provide us with information.
   • Thought Process: Reinforces the key concept that emotions are neither

My Emotion Explorer Project Guide

Objective: To demonstrate your understanding of emotions by creatively exploring and expressing a range of feelings.

Introduction: We've learned that emotions are our superpowers, helping us understand ourselves and others. Now, it's your turn to become a true 'Emotion Explorer' and share what you've discovered!

Project Choices (Choose ONE):

Option 1: The Emotion Storybook

Create a short storybook (with at least 5 pages, including cover) that features a main character who experiences at least three different emotions. Your story should clearly:

• Show, Don't Tell: Instead of just saying "the character was sad," describe their facial expression, body language, and actions that show they are sad.
• Identify the Emotion: Clearly name the emotions the character feels in different parts of the story.
• **Explain the

Emotion Explorer Project Rubric

Student Name: ______________________________

Project Choice: ______________________________

Total Score: ______ / 20

Criteria for Option 1: The Emotion Storybook

Criteria for Option 2: The Emotion Interview

Criteria for Option 3: The Emotion Gallery

Emotion Reflection Cool Down

Instructions: Please answer the following questions to help you reflect on what you learned today about emotions.

1. What is ONE new thing you learned or realized about emotions today?
   
   
   
   
   
   
   
   
   
   
   

2. How can you use this new understanding about emotions in your daily life, either for yourself or when interacting with others?
   
   
   
   
   
   
   
   
   
   
   
   

Thank you for sharing your thoughts! You are on your way to becoming an emotion superpower!