November 17, 2015

Grade ____4/5_______
feelings__

Activity ___Relationship Choices: Expressing

Goals/Key questions: How are emotions an important part

of who we are?
Goals: Students will recognize that emotions tell us what is happening around us,
what we want, and what we like/dislike.
Students will identify what happens when emotions are ignored or expressed
negatively.
Students will identify short and long-term strategies for managing feelings i.e.
dealing with excitement, anger, sadness, and jealousy.
Objective (connected to PofS): These goals connect to:
Health R-4.2 and R-5.2 Identifying and using short/long-term strategies for
managing feelings; e.g. dealing with excitement, anger,
sadness, jealousy.

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:
-Students will be familiar with various emotions and will understand that different
emotions are used to express various feelings.
Materials needed/pre-set up required/logistical considerations needed
(seating arrangement):
-Pens, pencils, crayons
-Access to computer/Youtube
_________________________

-Paper
-large paper for graffiti wall
_________________________

Content:
45 mins

Introduct
ion (how will
you engage
students?
Connections
to previous
learning?)

Time
estimation

What is the teacher doing?

Include Key questions, logistics,
key concepts that will be
addressed, methods of
formative assessment
-On the board create a mind
map that students will fill in as a
class. Label the center bubble:
Emotions I feel at school. Ask
students to identify emotions
that they feel while at school by
raising their hands and using
popsicle sticks to ensure
students are paying attention.
How are emotions an important
part of who we are?
-Ask students to identify how

What are the students

doing?

-Students will be seated at their

tables awaiting their turn to
volunteer an answer to put on
the board.
-Students will be actively
engaged with the lesson
because they know their name
may be drawn from the popsicle
cup at any time and must have
an answer to share.
-Students will share that
emotions of fear are expressed

10 mins

these emotions tell us and

others what is happening
around us, what we want, and
what we like/dislike.
-Instruct students to sit quietly
in their desks as video is played:
https://www.youtube.com/watch
?v=k1oXx4delIY (1 minute)

Transition
considerat
ions

-Ask students to explain how

Anger responded to not being
allowed to have dessert. Was
this an appropriate reaction and
expression of emotion?

1 min
Activity 1
(add more if
needed)

Time est:
7 mins

-Direct students to wait until you

are finished instruction before
moving: Tell students that they
will be think-pair-sharing with a
person closest to them.
-Tell students that each group
will be given an emotion
(below), and working in pairs will
describe three positive and
appropriate ways to express the
emotion.
-Direct students to record their
answers on a sheet of paper.
Encourage students to think
about ways they have handled
emotions in situations before.
-Students will then share them
with the class and we will all
discuss the answers.
*Emotions include: Anger,
Excitement, Jealousy,
Sadness, Frustration, Fear.

Transition
considerat

Key questions: What happens

when an emotion is ignored or
expressed negatively? What are
strategies to deal with these
emotions over a short period of
time? What are strategies to
deal with emotions over a long
period of time?
Have students return to seats if
they moved to get into pairs and

because of uncertainty in
material being covered, anger
may be expressed do to being
frustrated by lack of frustration,
and excitement or joy is
expressed when material is
understood.
-Students will sit quietly as a
video clip from Inside out plays
on the screen.
-Students will respond that
Angers reaction was rash and
over exaggerated for the
punishment of not having
dessert.
-Students will work
cooperatively in pairs to
describe positive and
appropriate ways to express
their emotions.
-Students will record their
answers on a sheet of paper.
-Students will take turns sharing
their responses with the class.
Key answer: Students will
answer that emotions tend to
build up inside making a person
lash out. When acted upon
negatively it can hurt the
feelings of those around you.
Some short-term strategies:
before expressing an emotion
consider how those around you
will be affected. Take three deep
breathes before responding to a
situation. Take a step-back from
stressful situations and write
down how you feel about it
before responding.

-Students will quickly and

quietly return to their seats and

ions
2mins

Activity 2

Time Est:
20 mins

Conclusio
n
-

How will
you know
if students
learned
what you
hoped?
Connectio
ns to next
lesson

5mins

instruct students to clean off the

materials they have on their
desks except for their answer
sheets completed previously.
-Tell students that they will be
working with their table groups
for the next activity. Articulate
that each group will be given an
index card with an emotion on
it, that the group members will
discuss and decide the best way
to act out the emotion. The
emotion will first be acted out as
a negative way of expressing
the emotion and then they will
choose to either act out or
explain a proper, more positive,
way of acting it out.
- Instruct students that the
emotions will be acted out
without yelling, swearing,
without inappropriate
language, and by
maintaining respect for your
group members. Direct
students that they will have 10
mins to decide how the emotion
will be acted out and then I will
go around and find a few
students from the groups who
are comfortable with acting out
the emotion for the class.
Key question: How are emotions
important to who you are?
-Instruct students to answer the
following questions on the class
graffiti wall as an exit slip
without talking to their peers:
1. It is important to express
feelings because
2. One positive way to express
frustration or anger is.
-I will know students have
learned based on their
participation in the group
discussions and brainstorm
times. I will know students have
learned based on their skits and

clean off their desks for the next

activity.
-Students will be actively
listening to instruction given by
remaining quiet and raising
hands when questions arise.
-Students will discuss the
emotion that they have been
given, and proceed to decide
how they will act out the
emotion for the class and
explain the best way to express
the emotion positively without
hurting themselves or those
around them.
Key answer: Emotions are
important to who we are
because they tell us the things
about ourselves:
What is happening around us.
What we want.
What we value.
What we like/dislike.
These answers will influence
student design as they will
incorporate these into their
emotion being expressed.

-Students will quietly answer

these two questions for the exit
slip on the back of their designs.

exit slip answers.

Assessment: Formative assessment will be conducted throughout class through the
use of Davies Triangulation: observing student work and participation, engaging in
conversations and listening to student conversations, and assessing student
products and answers to graffiti wall exit slips. Exit slips will be used as formative
assessment to document the knowledge students have attained from the lesson
and will inform me if the lesson needs to be addressed again in review of topics for
next class.
Accommodations/Modifications:
-Modify list of emotions to use for class so that the think-pair-share time is used
effectively for students to address various emotions
-Accommodate students who may not want to talk about how school makes them
feel, by allowing students to pass.
-Modify timeline to allow for students to have enough time to answer exit slip
questions and finish their designs as fully as they can.
Extension and extra time activity: If there is extra time have the students do a
gallery walk of the classroom. Students can leave their designs at their desks and
ask the students to quietly walk around the room and observe what their peers have
created. Once students are seated once more, ask for volunteers to share what they
noticed about the various creations. Ask students to share which features stood out
to them.
Reflection on how the lesson went.
I will know students have learned based on their participation in the group
discussions and brainstorm times. I will know students have learned based on their
presented skits and graffiti wall exit slip answers.
Reflect here after lesson: