students will be introduced tothe skills of identifying

Week 2: Identifying and Demonstrating Emotions

Summary of the Week: Students will be introduced to the skills of identifying,labeling, and communicating their emotions as well as recognizing emotions inothers.

Teacher Background Knowledge: Recognizing emotions in others takes practice.It helps to watch for cues from other people through body language and facialexpressions. Self-regulating emotions is all about being able to make goodchoices, no matter what emotions we are feeling. It is learning how to deal withemotions we feel in a healthy way.

Enduring Understandings:1. Social well-being refers to engaging in positive relationships of belonging,

attachment, and connections; as well as resolving conflicts and managingresponses to various interpersonal situations.

2. Emotional well-being refers to understanding and managing inner feelings,thoughts, and emotions.

3. Mental well-being refers to the brain’s thinking, processing, and learningsystems.

4. Physical well-being refers to innate biological needs, safety, and health.5. Academic well-being refers to the ability to demonstrate acquired content

knowledge and behaviors within a range of developmentally appropriateabilities.

Essential Questions:1. What are emotions?2. What are appropriate ways to show emotions?3. How do I identify my emotions?4. How do we show the way we feel?

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Vocabulary and Definitions:emotions: what you feel about what happens around youempathy: having similar feelings because you have been through a similarexperienceinfer: make a guess

Notes for Teacher:● The articles “Labeling Emotions and Emotion Words” and “Communicating

Emotions” are taught together.● The articles “Self-Regulating Emotions” and “What to Do When Life Is Hard”

are taught together.)● Consider copying the emotional wheel on cardstock for students to use

throughout the year.● If there is access to the printed version of the article, consider having the

students cut out the emotions graphic and gluing it into their interactivenotebooks.

● Students will be introduced to the concept of taking a breath or deepbreathing as a way to think about how they are feeling. Consider makingthis a weekly practice in your classroom.

● The students will be playing a game of Charades using different emotions.Print and cut out the cards before the lesson. Consider laminating them forfuture use.

● Answer keys for the graphic organizers this week are found within thegraphic organizers. Keep this in mind as you make copies.

● Practice the deep breathing exercise with your students. Use it severaltimes throughout the day. It’s a great thing to do when the class level ofactivity rises.

Think Deeply:● How do emotions help us in everyday life?● How does my physical environment affect the way I feel?● Why is empathy important?● How does empathy help us make decisions?

English Language Arts Standards:2.W.8 Recall information from experiences or gather information from providedsources to answer a question.2.L.4.a Use sentence-level context as a clue to the meaning of a word or phrase.2.SL.2 Recount or describe key ideas or details from a text read aloud orinformation presented orally or through other media.2.L.6 Use words and phrases acquired through conversations, reading and beingread to, and responding to texts, including using adjectives and adverbs todescribe (e.g., When other kids are happy that makes me happy).2.RI.3 Describe the connection between a series of historical events, scientificideas or concepts, or steps in technical procedures in a text.2.RI.7 Explain how specific images (e.g., a diagram showing how a machine

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works) contribute to and clarify a text.2. SL.1.b Build on others’ talk in conversations by linking their comments to theremarks of others.2. RI.2 Identify the main topic of a multiparagraph text as well as the focus ofspecific paragraphs within the text.

Let’s Write:● What is the kindest thing you have done for someone else? How did that

make you feel?● Create a poster to hang in your classroom or the school that explains with

pictures and words what it means to “push pause.” Be sure to includereasons why “pushing pause” helps us control our actions and emotions.

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Student Edition Week 2

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Article 1: Identifying EmotionsLexile® measure: 610L-800LWord Count: 53

Lesson Plan:1. Write the words “feelings” and “emotions” on the board. Point to each

word individually, and tell the students they will see these words in theirreading today. Tell them what the words say. Have them repeat the wordsback to you.

2. Read the article, and have the students highlight the two words. Readaloud the sentence that defines emotions. (Emotions happen when wereact to what is happening around us.) Ask the students the followingquestions:

a. What happens when someone says the word “BOO”?b. What do you do when you open a gift?c. What happens when you step in a puddle of mud?

3. Show the students the images in related media, and ask them how theyfeel when they see each image. (puppies, a river, a foggy road, aknocked-over block tower, fireworks, siblings fighting, a roller coaster,music being played)

4. Have a discussion about the surroundings or the situations of each picture.Acknowledge that not everyone feels the same way about each picture.The goal is to help students realize that emotions can come from oursurroundings and our experiences.

5. Have children choose their favorite place or activity and draw a picture ofit in their interactive notebook.

6. Next, have them write about how their favorite place or activity makesthem feel. Optional: Have students add an emoji to their picture.

Graphic Organizers and Materials Needed:Images in Related Media (Explore More)

Online Related Media (Explore More):Image of puppiesImage of riverImage of foggy roadImage of block towerImage of fireworksImage of fightingImage of roller coasterImage of music

Article 2: Labeling Emotions and Emotion Words (taught with “CommunicatingEmotions”)Lexile measure: 610L-800LWord Count 49

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Lesson Plan:1. Read the article “Labeling Emotions and Emotion Words.”2. Have the students look at the characters in the infographic “Emotion Words

Help Us Describe Our Feelings” (and found in related media) that areshowing the different emotions. Have them read each section of thegraphic. Have students show each other what their facial expressions mightlook like.

3. Give students the Emotion Wheel graphic organizer. Have students add thewords or images from the graphic in the article onto the wheel. Students willuse this for another part of this lesson.

4. Read the “Communicating Emotions” article. Then, ask the following:a. What do you notice about the man and the boy in the picture?b. What are they doing?c. How do you think the boy is feeling?d. How do you know?e. How do you think the man is feeling?

5. How do we show the way we feel? Write students' responses on the board.(words, actions, writing, with our faces, body language)

6. Have students get with a partner or into small groups. Show students thegraphic organizer Base Feeling Slides with images of the differentcharacters showing emotions. Have the students raise their hands whenthey know what the emotion is. (They can ask their group for help.) Whenmost of the class is ready, have them answer at the same time. Studentsshould then share with their group a time when they felt this way. Noteveryone needs to share. They can also learn by listening.

7. Next, give students the graphic organizer Communicating Emotions.Students will create an image for the emotion. Then, write a sentence ordraw an image of a time they felt each of the emotions on the organizer.Some students may not have felt all of the emotions.

Graphic Organizers and Materials Needed:Graphic organizer Base Feeling Slides (images of the different characters)Graphic organizer Emotion WheelGraphic organizer Communicating EmotionsInfographic Emotion Words Help Us Describe Our Feelings

Online Related Media (Explore More):Infographic Emotion Words Help Us Describe Our Feelings

Article 3: Communicating Emotions (taught with “Labeling Emotions and EmotionWords”)Lexile measure: 410L-600LWC: 70

Lesson Plan: N/A

Graphic Organizers and Materials Needed: N/A

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Online Related Media (Explore More): N/A

Article 4: Recognizing Emotions in OthersLexile measure: 610L-800LWord Count: 77

Lesson Plan:1. Invite students to pay attention to their own feelings. Give them about 30

seconds to really listen to their inner feelings. In their interactive notebooks,have the students write the feeling and hold it to their heart for the teacherto observe.

2. Complete a breathing exercise for five slow deep breaths. Explain tostudents that this is a way we can find balance and help put our emotionswhere they need to be so that we can focus on what needs to happen forthe day.

3. Read the article together as a class. Have students highlight the word“empathy” in one color and its definition in another color. Ask students toraise their hands if any of these scenarios apply to them.

a. Have you ever stubbed your toe?b. Did it hurt?c. Ask the students to look around the room at the hands raised. Tell the

students that they can have empathy for each other. They’veexperienced something similar and know how it feels.

d. Have you ever lost something important?e. Did it make you feel sad or angry?f. Ask the students to look around the room at the hands raised. Tell the

students that they can have empathy for each other. They’veexperienced something similar and know how it feels.

4. Have students refer to the graphic of the steps we use when we are tryingto understand how someone feels. Then, ask the following:

a. What’s the first thing we should do? (First, watch and listen.)b. Why is this important? (so we know what’s happening)c. What’s the next step? (Next, we infer, or make a guess, about how

they are feeling.)d. How does this help us? (This helps us know what to do or how to

help.)e. What is the last thing we do? (Ask questions.)f. Why is this step important? (because people want to know someone

cares)5. Have students get out their Emotion Wheels. Show students the image in

related media of the boy showing many different facial expressions. Usethe “Emotion Words Help Us Describe Our Feelings” image in the studentedition for support.

6. Point to one of the images, and ask the class to write what they think theboy is feeling on their response boards. Have the students show you theirresponses. If students come up with different answers, validate them. Not

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everyone sees or expresses emotions the same way. That is why the threesteps are important.

7. Next, give students the graphic organizer SCOOT! The student copy is a gridtable where they will write their answers. There are 24 questions or prompts.They are placed on the students’ desks (if you have more than 24 students,have them work as pairs). Also, have the students put their emotion wheelson their desks for students to refer to while answering the question.

8. Students rotate or SCOOT! to each desk to answer the prompt. You will say,“SCOOT!” and they will rotate to the next desk. When the game iscomplete, review the answers with the class.

9. Have students glue the grids into their interactive notebooks.

Graphic Organizers and Materials Needed:Graphic organizer Emotion WheelsGraphic organizer SCOOT!Image of emotions facial expressions

Online Related Media (Explore More):Image of emotions facial expressions

Article 5: Self-Regulating Emotions (taught with “What to Do When Life Is Hard”)Lexile measure: 410L-600LWord Count: 58

Lesson Plan:1. Complete a breathing exercise for five slow deep breaths. Remind students

that this is a way we can find balance and help put our emotions wherethey need to be so that we can focus on what needs to happen for theday.

2. Write the word “regulate” on the board. Tell the students what the wordmeans (to be in control). The term “self-regulate” means to controlourselves.

3. Read the “Self-Regulating Emotions” article. Have the students highlight thewords “choose” and “responsibility.” Tell the students that we get to choosehow to act. It is our responsibility to act so that we communicate ourfeelings and not hurt others.

4. Play the “Charades Game” as a class. As you play the game, discuss theappropriate and inappropriate ways to act with the class.

a. Place the cut-up graphic organizer Charades Cards, found inmaterials needed, in a container.

b. Students will act out the emotion card they draw.c. Invite students to show an appropriate way of demonstrating the

emotion they drew. Consider asking for volunteers to show theinappropriate way to act.

d. If a student does not wish to participate, do not force the student.5. Next, have the students read the article “What to Do When It’s Hard.” Ask:

a. What are some things that are hard for you?

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b. What are some things that are hard at school?c. What are some things that are hard to learn?d. What do you think might be hard as you get older?e. How do you feel when things get hard?

6. Have the students stand where they won't bump each other. Tell thestudents they’re going to play a game like “Follow the Leader” called“Pushing Pause.” Students should continually do the action and freeze intoplace when you say “pause.”

a. Raise your arms up and stretch … pause!b. Wiggle your fingers … pause!c. Do some jumping jacks … pause!d. Make silly faces … pause!e. Wiggle your whole body … pause!

7. Explain to the class that “pushing pause” on our emotions helps usself-regulate, or find balance when emotions become too strong. Giveexamples, like: When you are upset about an activity at recess, instead ofyelling at someone, you can “push pause” to give yourself a second tothink about how you want to respond.

8. As a class, decide on some things or activities you can do when you “pushpause” to help you regulate yourself. Create columns on the board, andwrite down student responses.

a. What are some things you can do when you get angry?b. What are some things you can do when you are sad?c. How about when you are happy?d. How can you respond to disgusting things?e. What can you do when you are scared or fearful?

9. Give students the graphic organizer Emotions Action Plan. Have studentscreate a plan of ways they can respond when they feel these emotions.Give students the opportunity to share their ideas in small groups.

Graphic Organizers and Materials Needed:Printed and cut-out Charades CardsGraphic organizer Emotions Action Plan


Article 6: What to Do When Life Is Hard (taught with “Self-Regulating Emotions” )Lexile measure: 410L-600LWord Count: 60

Lesson Plan: N/A

Graphic Organizers and Materials Needed: N/A


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Name:

Emotion WheelDirections: Add the words or images from the article to the matching section on the wheel. Cut the wheel out when you are fi nished. Be sure to write your name on the back.

JOY FEAR

AN

GER

DISGUST

SAD

NES

S

J

Y FEAR

EmotionWheel

Name:

Communicating EmotionsDraw your face Write or draw about a time you

felt this way.

JOY

FEAR

SADNESS

DISGUST

ANGER

SCOOT Activity Cards

1

3

5

2

4

6

Jan’s eyes are puffy, and she is quiet.

How do you think she is feeling?

Mark wanted to win the trophy at the soccer

game. He didn’t win.

How do you think heis feeling?

Pam just got a letter in the mail and is smiling.

How do you think she feels?

Your mom tells you that you are going to

take swimming lessons. You have never been

swimming before.

How are you feeling?


11 12

Your friend is sitting alone on the playground. He is

looking at the ground.

How do you think he feels?

Your little brother lost his favorite toy.

How do you think he is feeling?

Tom is at the top of the slide and will not

go down. He has his eyes closed.

How do you think heis feeling?

7 8

9 10 Your friend gets to come to your house

after school. She has a smile on her face.

How do you think she feels?


17 18

Your teacher dropped all her papers on the fl oor again. She

has a frown on her face.

How do you think she is feeling?

Jeff was going to go to a party after school, but he got sick

that morning.


13 14

15 16


23 24

Tim dropped his lunch tray. His food is

all over his shirt.


Your friends are picking up trash on the playground. They keep plugging their noses.

How do you think they are feeling?

You have been saving money for a

month. You go to the store, but the toy you

want is sold out.

How are you feeling?

19 20

21 22

Name:

SCOOT Activity Cards1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

17 18 19 20

21 22 23 24

1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

17 18 19 20

21 22 23 24

1. Create questions for each desk.2. Each student gets a copy of the grid.3. Number each desk.4. Students will move from desk to desk, read the question, and answer it on their grid. If

they are at Number 1 desk, they answer in the Number 1 box. When you say “SCOOT,” they move to the next desk.

5. It is supposed to move quickly, but set your own pace.6. Go over the answers with the class.

SCOOT! Answer Key

Happy

Happy Scared Anger

Sad Sad or mad Sad

Sad

Disgust Sad or mad

Happy

Sad or lonely

Scared or afraid Scared or afraid

ScaredMad or frustrated

Fear

Sad Mad or sad Anger Disgust

Happy Mad or frustrated Disgusted or annoyed

Charades Cards

JOY HAPPY EXCITED CHEERFUL

GOOD FEAR ANXIOUS NERVOUS

FRIGHTENED SHOCKED DISGUST SECRETIVE

EMBARRASSED GUILTY ASHAMED ANGER

MAD ANNOYED FRUSTRATED UPSET

ANGER

Name:

Emotions Action PlanDirections: Fill out this Emotions Action Plan by listing appropriate ways to respond when you feel these emotions. Glue this in your interactive notebook.

Response Plan for Anger:

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

Response Plan for Sadness:

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

Response Plan for Happiness:

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

Response Plan for Disgust:

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

Response Plan for Fear:

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

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students will be introduced tothe skills of identifying

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