SEL Weekly Lesson Plan
Week 3 Lesson Plan
SEL Weekly Lesson Plan Grade: Ages 6 – 11 Time: 2 – 55 minute sessions 3 – 10 minute sessions
Subject: SEL Competency: Emotion Regulation Title: Understanding my feelings
Week 3 Objectives: Students will be able to… Identify physical clues in their bodies that help them identify and name their feelings, including worry Name a variety of feelings: happy, lonely, scared, bored, angry, sad, upset, excited, strong, proud, afraid, glad, shy, worried, tired, love Identify feelings that feel comfortable and uncomfortable Name basic feelings when presented with environmental, situational and/or physical clues Describe how various situations make you feel
1. 55 MINUTE SEL SESSION: Aim: What do different feelings feel like? Materials: Feeling Flashcards (happy, sad, scared, excited, angry, proud, or six simple and culturally appropriate feelings), tape Time: 55 minutes Activities: PARACHUTE OPENING INTRODUCTION ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 CONCLUSION PARACHUTE CLOSING
5 min 10 min 10 min 10 min 10 min 5 min 5 min
Open the Parachute Mindfulness Feeling Flashcards Comfortable and Uncomfortable Feelings Brain Building: Handshake & Categorization Discussion Close the Parachute
Week 3 Lesson Plan
SEL Weekly Lesson Plan
PARACHUTE OPENING Time: 5 minutes Materials: None
INTRODUCTION: MINDFULNESS Time: 10 minutes Materials: None [NOTE: Read the following very slowly, calmly and gently. Pause between sentences.] 1. SAY: Grow your back longer and taller, reaching your head to the sky. Breathe calmly. Continue to breathe slowly for one minute. If it is comfortable, you can close your eyes. Today will focus our mindfulness on letting go of the badness. You can choose to close your eyes or keep them open but relaxed. We are going to breath out all the badness in our bodies together. Take one deep, slow breath in through your nose like you smell a flower and want the smell to last as long as possible. Exhale deeply and slowly out of your mouth. On your next inhale feel all the bad things and feelings come together out of your fingertips, arms, feet, legs, head and neck and meet together in your belly – swelling it up with the breath. Exhale forcefully, so you have hear the sigh as you breathe out. Feel the bad things come up out of your belly and exit your body. Two more breaths like this, breathing in to gather all of the bad things together, and exhaling out all of the bad things. Inhale slowly, counting and feeling as the last of the bad things are caught by your breath. Then
Week 3 Lesson Plan
SEL Weekly Lesson Plan exhale, so you can hear the sigh as all of the bad things leave your body. Now take two slow, deep breaths in and out, feeling the difference in your body now that all of the bad things are gone. 2. SAY: Now bring your awareness back into your body. Notice how your body feels.
ACTIVITY 1: FEELINGS FLASHCARDS Time: 15 minutes Materials: 6 prepared feeling flashcards (happy, sad, angry, scared, excited, proud) 1. DO: Before starting the activity, place feelings flash cards (examples: happy, sad, scared, excited, angry, proud, or six simple and culturally appropriate feelings), on the chalkboard, or write the words and draw the faces on the chalkboard. Sensitivity Tip What students have felt before might be related to the conflict or displacement.
2. SAY: Today we will talk about different feelings.
Feelings should be adapted to six simple and relevant feelings in your context
4. ASK: What do different feelings feel like in your bodies in different situations? Example Answers: someone cooks your favorite food; someone takes your favorite food; your teacher complemented your drawing in class.
3. ASK: What feelings have you had before?
5. ASK: Can I have a volunteer to read one of the feeling cards around the room? Pass out one of the feelings cards to one of the students. Sensitivity Tip In some societies, girls (or boys) may not be comfortable talking about how a feeling feels in their “bodies.” Either separate the class by gender or change to only discussing what the feelings mean.
ASK How does the face in the picture feel?
Week 3 Lesson Plan
SEL Weekly Lesson Plan DO discuss each feeling, its meaning what it feels like in our bodies and how it looks when we feel that feeling.
Sensitivity Tip Observe if any of the feelings trigger an uncontrollable emotional response as you may now know who may be distressed.
DO: Demonstrate what the feeling looks like for the students. For example: i. Happy: smile, arms open and stand tall ii. Excited: heart racing, eyes wide, gasp, smile iii. Sad: tears, trembling lip, frowning iv. Scared: open eyes, heart pound, arms in your chest / muscles tightening v. Angry: heart racing, clenched jaw / muscles, eyebrows furrowed vi. Proud: stand tall, smile ASK: a. Have you ever felt this feeling before? b. Can you demonstrate what it felt like with your body? [NOTE: repeat the above steps for each feeling one-by-one after it is read] 6. DO: After reviewing all the feelings, collect and hold up each feeling flashcard and all of the students demonstrate what that feeling looks like. Continue showing the feeling flashcards until the students understand all six feelings.
ACTIVITY 2: COMFORTABLE AND UNCOMFORTABLE FEELINGS Time: 10 minutes Materials: None
Week 3 Lesson Plan
SEL Weekly Lesson Plan 1. SAY: Sometimes, feelings can be comfortable and sometimes they can be uncomfortable. 2. ASK What does it feel like in your body when you are sitting comfortably compared to uncomfortably? 3. SAY: The same is true for feelings. For example, when we play with a friend and are happy, it is comfortable. However, if that friend breaks the toy, we might become angry – which can be uncomfortable. 4. ASK: What do happiness and anger feel like in your bodies? Why are those feelings comfortable or uncomfortable? 5. SAY: You will put your head down on your desk and close your eyes so no one will be able to see what you respond. I will say a situation and a corresponding feeling. If you think the feeling would be comfortable in that situation, raise your hand. If it would be uncomfortable, keep your hand down. ASK: Can someone repeat the instructions so we are all understanding? 6. SAY: Put your heads down. [NOTE: count the number of hands that go up for each feeling and situation and write it down. After each round, have the students put their hands down] 7. SAY: a. Anger when someone breaks your toy. Raise your hand if you think this would be comfortable. DO: Pause and count the number of hands.
Week 3 Lesson Plan
SEL Weekly Lesson Plan b. Put your hands down. Pride when you do well on a test. Raise your hand if you think this would be comfortable. DO: Pause and count the number of hands. c. Put your hands down. Sadness when there is not a ball for you to play with at playtime. Raise your hand if you think this would be comfortable. DO: Pause and count the number of hands. d. Put your hands down. Excitement when someone throws a party in your honor. Raise your hand if you think this would be comfortable. DO: Pause and count the number of hands. e. Put your hands down. Scared when you see a big animal on your way to school. Raise your hand if you think this would be comfortable. DO: Pause and count the number of hands. f. Put your hands down. Happiness when your favourite food is served for dinner. Raise your hand if you think this would be comfortable. 8. SAY: Raise your head. 9. DO: Tell the students how many hands went up for each feeling and situation.
Week 3 Lesson Plan
SEL Weekly Lesson Plan ACTIVITY 3: BRAIN BUILDING: HANDSHAKE BUDDIES AND CATEGORIZATION Time: 10 minutes Materials: Board & chalk or flipchart & marker 1. SAY: Handshake buddies. You should find your handshake buddy and practice your handshake. 2. ASK: Who remembers the six feelings we talked about today? Example Answer: happy, sad, angry, scared, excited, proud DO: Write the six feelings on a board or flipchart as the students say them. 3. SAY: With your handshake buddies, rank the six feelings on the board from most to least comfortable. 4. DO: Bring the class back together and have each pair share their order.
CONCLUSION: DISCUSSION Time: 5 minutes Materials: None 1. ASK: a. What have you learned today? Example Answer: How to identify feelings, what are comfortable and uncomfortable feelings. b. How does it help to know what are comfortable and uncomfortable feelings? Example Answer: Knowing when you will feel unwell and need to address that. c. How will you use this in your life? Example Answer: To know what you are feeling and when you are feeling that way.
Week 3 Lesson Plan
SEL Weekly Lesson Plan 2. SAY: After today, we know how to identify our feelings.
PARACHUTE CLOSING Time: 5 minutes Materials: None
Week 3 Lesson Plan
SEL Weekly Lesson Plan 2. 55 MINUTE SEL SESSION: Aim: What do different feelings feel like? Materials: Feeling Flashcards (happy, sad, scared, excited, angry, proud, or six simple and culturally appropriate feelings), tape Time: 55 minutes Activities: PARACHUTE OPENING INTRODUCTION ACTIVITY 1 ACTIVITY 2 CONCLUSION PARACHUTE CLOSING
5 min 10 min 10 min 15 min 10 min 5 min
Open the Parachute Mindfulness Predicting Feelings Feeling Scenarios Discussion Close the Parachute
PARACHUTE OPENING Time: 5 minutes Materials: None
INTRODUCTION: MINDFULNESS Time: 10 minutes Materials: None Sensitivity Tip Do not force students to lie down. They can do this activity seated if they are more comfortable.
1. SAY: If there is space and you are comfortable, you can lie down on your back with your full body relaxed. [NOTE: Read the following very slowly, calmly and gently. Pause between sentences.] 2. SAY: Close your eyes and begin to calm your breathing. We are going to calm our minds and our bodies and become aware of our senses during the quiet. Begin to relax your entire body. Notice the feelings in your body.
Week 3 Lesson Plan
SEL Weekly Lesson Plan Notice the sounds you hear. Notice the scents you smell. Notice what you taste. Notice the colors you see as your eyes are closed. Continue to be aware of the feelings, sounds, scents, tastes, and sights you sense as you are quiet and calm. Be aware of them and let them sit. Do not try to change them. Become comfortable with your senses. Continue to stay quiet, listening to the sounds, noticing the feelings, smelling the scents, tasting the tastes and seeing the colors and shapes for a minute. Continue to observe your senses. 3. SAY: Begin to bring yourself back to the present. Focus on your breathing – in and out slowly. Wiggle your fingers and toes. As you are ready, open your eyes if you closed them. 4. ASK a. What did you feel while you were quiet and your eyes were closed? b. What did you hear? Smell? Taste? See?
ACTIVITY 1: Predicting Feelings Time: 10 minutes Materials: 6 feeling flashcards (happy, sad, angry, scared, excited, proud)
Sensitivity Tip If students are in environments where they are distressed, it might be helpful to rephrase: “What kinds of situations make you feel comfortable feelings in school?
1. SAY: One student at a time will come up and select a feeling flashcard. He or she will show that feeling, but not tell the class what it is. The rest of the class will guess what he or she is feeling.
Week 3 Lesson Plan
SEL Weekly Lesson Plan [NOTE: do the following steps after each feeling is demonstrated] 2. DO: Call up one volunteer at a time to select a feeling flashcard to demonstrate. ASK: In what situations do you feel that way? DO Summarize any similarities between the situations. Example Answer: We feel sad when we have a loss or something bad happens to something important to us. 3. SAY: We have different feelings in different situations. 4. ASK: a. Why do we have different feelings in different situations? b. What kinds of situations make you feel comfortable feelings (in school)? Uncomfortable (in school)? Example answer: Comfortable – when I know an answer; uncomfortable – when someone makes fun of me. c. How can you use this information about yourself to predict your feelings? Example answer: if we know in what situations we feel comfortable and uncomfortable, we can prepare ourselves to manage those feelings before they arise in certain situations. d. Why could it be helpful to predict your feelings in a situation? Example answer: It helps us to know when we should control our feelings to make the situation better.
ACTIVITY 2: Feeling Scenarios Time: 15 minutes Materials: None
Week 3 Lesson Plan
SEL Weekly Lesson Plan Age Adaptation For younger children, you may give them the scenarios. For example: they have a big feast, they take a test in school, they play with all their friends, their sister or brother goes off to university.
1. SAY: We will break into four groups. Two groups will create a scenario with a comfortable feeling and two will create a scenario with an uncomfortable feeling. Each group will prepare a scenario that shows when and how that feeling happens and how different characters might feel differently in one scenario. 2. DO: Divide the class into four even groups. Assign two groups “comfortable” feelings and two groups “uncomfortable” feelings. Allow the groups 5 – 7 minutes to create their scenarios, and then call the whole class together. 3. SAY: Let’s come back together. Each group will have 2 minutes present their scenario. 4. ASK: Which group would like to go first? 5. DO: Call up one group to present at a time. Make sure that they only present their scenario for 2 minutes, in order to leave time for the discussion after each. 6. ASK (after each presentation): a. Was the group showing “comfortable” or “uncomfortable” feelings? b. Which feeling(s) did the group demonstrate?
CONCLUSION: Discussion Time: 15 minutes Materials: None
Week 3 Lesson Plan
SEL Weekly Lesson Plan 1. SAY: Let’s all sit down and discuss what we learned today. 2. ASK: a. Why is it important to understand our feelings? Example answers: to know when we need to manage our feelings, to understand what is happening. b. What clues can we used to understand and predict our feelings? Example answers: to know when we need to manage our feelings, to understand what is happening. c. How can we predict our feelings? Example answers: to know when we need to manage our feelings, to understand what is happening. d. How will this help us in school and in life? Example answers: to know when we need to manage our feelings, to understand what is happening. 3. SAY: We have learned a lot about our feelings so far this week. We will continue to learn more about understanding how we are feeling throughout the rest of this week.
PARACHUTE CLOSING Time: 5 minutes Materials: None
Week 3 Lesson Plan
SEL Weekly Lesson Plan 3. 10 MINUTE SEL REVIEW SESSION: Objective: To understand and predict how you would feel in a scenario Aim: Can the student predict and understand how he or she would feel in a situation? Materials: Feeling Flashcards (happy, sad, scared, excited, angry, proud), tape Time: 10 minutes Activities: Feeling Scenarios Sensitivity Tip Notice if any student begins to act out, or have a strong emotional response. This could be a sign that they need additional assistance.
1. DO: Before class begins, tape the feeling cards (happy, sad, scared, excited, angry, proud) in different places around the room. Show them to the students before beginning the activity. 2. SAY: I will read different scenarios to you. After I read the scenario, think about how you would feel, then stand near the feeling you predict you would feel in that situation. Everyone stand up.
Age Adaptation For older children, adapt these to be relevant to their experiences.
3. SAY: Your favourite food is served for dinner. Go to the feeling you predict you would feel. ASK: Why do you predict that you would feel the feeling you selected? 4. SAY: Your friend takes your favourite toy without asking. Go to the feeling you predict you would feel. ASK: Why do you predict that you would feel the feeling you selected? 5. SAY: You see a mouse in your house. ASK: Why do you predict that you would feel the feeling you selected?
Week 3 Lesson Plan
SEL Weekly Lesson Plan 6. SAY: Your best friend moves to another place, so you will no longer go to school and play together. Go to the feeling you predict you would feel. ASK: Why do you predict that you would feel the feeling you selected? 7. SAY: You get a very good score on a test. Go to the feeling you predict you would feel. ASK: Why do you predict that you would feel the feeling you selected? 8. SAY: Your mother (or caregiver) gives you a big hug when you see them after school. Go to the feeling you predict you would feel. ASK: Why do you predict that you would feel the feeling you selected? 9. SAY: You can sit down. 10.SAY: Each person feels different in any situation, but you can predict (like you just did) what you are likely to feel in some situations. While you cannot always predict your feelings, it is good to know when you can predict some feelings. 11.ASK: How will you use the ability to predict your feelings in your life? Example Answer: I will know before going into a situation if it will make me uncomfortable, so I will know how to handle those situations and seek situations that make me comfortable and happy.
Week 3 Lesson Plan
SEL Weekly Lesson Plan 4. 10 MINUTE SEL REVIEW SESSION: Objective: Recognize their own emotions and communicate them in a range of contexts Aim: What do we feel when? Materials: None Time: 10 minutes Activities: Saying when and what you feel 1. SAY: You will get into pairs and sit facing each other. Sensitivity Tip If students are distressed it may be in appropriate to have student use Sad or Scared without a reflective process. Avoid if necessary.
You will put your heads down. When I say a feeling, you will lift your heads and show your partner what that feeling looks like on your face. After each feeling, you will say “I feel… when…” For example, I feel happy when I eat humus; I feel angry when someone takes my toys. [NOTE: Between each round, allow the students 15 – 30 seconds to look at one another’s faces expressing the feelings] 2. SAY: a. Heads down. SAD. Heads Up. Now share with your partner. I feel sad when… b. Heads down. HAPPY. Heads Up. Now share with your partner. I feel happy when… c. Heads down. ANGRY. Heads Up. Now share with your partner. I feel angry when… d. Heads down. EXCITED. Heads Up. Now share with your partner. I feel excited when…
Week 3 Lesson Plan
SEL Weekly Lesson Plan e. Heads down. SCARED. Heads Up. Now share with your partner. I feel scared when… f. Heads down. PROUD. Heads Up. Now share with your partner. I feel proud when… 3. SAY: Let’s now come back together as a whole class to discuss what we just did. 4. ASK a. How did it feel to show your feelings? b. How did it feel to share when you feel that way? c. How will you use this in your life? Example Answer: I know that it is difficult for me to share my feelings, but in the future I can share my feelings to help others know what I am feeling.
Week 3 Lesson Plan
SEL Weekly Lesson Plan 5. 10 MINUTE SEL ASSESSMENT SESSION: Objective: Identify feelings based on physical response Aim: How do I know what I am feeling? Materials: paper, markers Time: 10 minutes Assessment Scoring: Rating Meaning Fail Student did not draw or drew an irrelevant picture without explanation Pass Student drew a picture that accurately depicts expression of a feeling Activities: 1. SAY: Think to yourself of a time that you have had one of the feelings and how it felt in your body. You will have the opportunity now to draw what it felt like when we had one of these feelings in the past week. 2. DO: Give each student paper and markers, crayons or colored pencils. Allow students a few minutes to finish their drawings. 3. DO: Pair students to share their drawings and talk about what they were feeling and how it felt. 4. SAY: Discuss with your partner how you felt in the situation you drew about. Show them your picture. 5. SAY: Let’s all come back together to discuss our drawings. 6. ASK: a. How did the different feelings feel? b. Which feeling felt comfortable? Uncomfortable?
Week 3 Lesson Plan
SEL Weekly Lesson Plan c. What similarities and differences did you see between the different feelings? d. Did what happened affect which feeling you felt? 7. SAY: Based on our discussion, we can see that each of us felt different feelings depending on what was happening around us. Some feelings felt comfortable while others were uncomfortable. At the end of this week, we have learned how to know what we are feeling. Next week we will learn how to manage our feelings.
SEL Weekly Lesson Plan Grade: Ages 6 – 11 Time: 2 – 55 minute sessions 3 – 10 minute sessions
Subject: SEL Competency: Emotion Regulation Title: Understanding my feelings
Week 3 Objectives: Students will be able to… Identify physical clues in their bodies that help them identify and name their feelings, including worry Name a variety of feelings: happy, lonely, scared, bored, angry, sad, upset, excited, strong, proud, afraid, glad, shy, worried, tired, love Identify feelings that feel comfortable and uncomfortable Name basic feelings when presented with environmental, situational and/or physical clues Describe how various situations make you feel
1. 55 MINUTE SEL SESSION: Aim: What do different feelings feel like? Materials: Feeling Flashcards (happy, sad, scared, excited, angry, proud, or six simple and culturally appropriate feelings), tape Time: 55 minutes Activities: PARACHUTE OPENING INTRODUCTION ACTIVITY 1 ACTIVITY 2 ACTIVITY 3 CONCLUSION PARACHUTE CLOSING
5 min 10 min 10 min 10 min 10 min 5 min 5 min
Open the Parachute Mindfulness Feeling Flashcards Comfortable and Uncomfortable Feelings Brain Building: Handshake & Categorization Discussion Close the Parachute
Week 3 Lesson Plan
SEL Weekly Lesson Plan
PARACHUTE OPENING Time: 5 minutes Materials: None
INTRODUCTION: MINDFULNESS Time: 10 minutes Materials: None [NOTE: Read the following very slowly, calmly and gently. Pause between sentences.] 1. SAY: Grow your back longer and taller, reaching your head to the sky. Breathe calmly. Continue to breathe slowly for one minute. If it is comfortable, you can close your eyes. Today will focus our mindfulness on letting go of the badness. You can choose to close your eyes or keep them open but relaxed. We are going to breath out all the badness in our bodies together. Take one deep, slow breath in through your nose like you smell a flower and want the smell to last as long as possible. Exhale deeply and slowly out of your mouth. On your next inhale feel all the bad things and feelings come together out of your fingertips, arms, feet, legs, head and neck and meet together in your belly – swelling it up with the breath. Exhale forcefully, so you have hear the sigh as you breathe out. Feel the bad things come up out of your belly and exit your body. Two more breaths like this, breathing in to gather all of the bad things together, and exhaling out all of the bad things. Inhale slowly, counting and feeling as the last of the bad things are caught by your breath. Then
Week 3 Lesson Plan
SEL Weekly Lesson Plan exhale, so you can hear the sigh as all of the bad things leave your body. Now take two slow, deep breaths in and out, feeling the difference in your body now that all of the bad things are gone. 2. SAY: Now bring your awareness back into your body. Notice how your body feels.
ACTIVITY 1: FEELINGS FLASHCARDS Time: 15 minutes Materials: 6 prepared feeling flashcards (happy, sad, angry, scared, excited, proud) 1. DO: Before starting the activity, place feelings flash cards (examples: happy, sad, scared, excited, angry, proud, or six simple and culturally appropriate feelings), on the chalkboard, or write the words and draw the faces on the chalkboard. Sensitivity Tip What students have felt before might be related to the conflict or displacement.
2. SAY: Today we will talk about different feelings.
Feelings should be adapted to six simple and relevant feelings in your context
4. ASK: What do different feelings feel like in your bodies in different situations? Example Answers: someone cooks your favorite food; someone takes your favorite food; your teacher complemented your drawing in class.
3. ASK: What feelings have you had before?
5. ASK: Can I have a volunteer to read one of the feeling cards around the room? Pass out one of the feelings cards to one of the students. Sensitivity Tip In some societies, girls (or boys) may not be comfortable talking about how a feeling feels in their “bodies.” Either separate the class by gender or change to only discussing what the feelings mean.
ASK How does the face in the picture feel?
Week 3 Lesson Plan
SEL Weekly Lesson Plan DO discuss each feeling, its meaning what it feels like in our bodies and how it looks when we feel that feeling.
Sensitivity Tip Observe if any of the feelings trigger an uncontrollable emotional response as you may now know who may be distressed.
DO: Demonstrate what the feeling looks like for the students. For example: i. Happy: smile, arms open and stand tall ii. Excited: heart racing, eyes wide, gasp, smile iii. Sad: tears, trembling lip, frowning iv. Scared: open eyes, heart pound, arms in your chest / muscles tightening v. Angry: heart racing, clenched jaw / muscles, eyebrows furrowed vi. Proud: stand tall, smile ASK: a. Have you ever felt this feeling before? b. Can you demonstrate what it felt like with your body? [NOTE: repeat the above steps for each feeling one-by-one after it is read] 6. DO: After reviewing all the feelings, collect and hold up each feeling flashcard and all of the students demonstrate what that feeling looks like. Continue showing the feeling flashcards until the students understand all six feelings.
ACTIVITY 2: COMFORTABLE AND UNCOMFORTABLE FEELINGS Time: 10 minutes Materials: None
Week 3 Lesson Plan
SEL Weekly Lesson Plan 1. SAY: Sometimes, feelings can be comfortable and sometimes they can be uncomfortable. 2. ASK What does it feel like in your body when you are sitting comfortably compared to uncomfortably? 3. SAY: The same is true for feelings. For example, when we play with a friend and are happy, it is comfortable. However, if that friend breaks the toy, we might become angry – which can be uncomfortable. 4. ASK: What do happiness and anger feel like in your bodies? Why are those feelings comfortable or uncomfortable? 5. SAY: You will put your head down on your desk and close your eyes so no one will be able to see what you respond. I will say a situation and a corresponding feeling. If you think the feeling would be comfortable in that situation, raise your hand. If it would be uncomfortable, keep your hand down. ASK: Can someone repeat the instructions so we are all understanding? 6. SAY: Put your heads down. [NOTE: count the number of hands that go up for each feeling and situation and write it down. After each round, have the students put their hands down] 7. SAY: a. Anger when someone breaks your toy. Raise your hand if you think this would be comfortable. DO: Pause and count the number of hands.
Week 3 Lesson Plan
SEL Weekly Lesson Plan b. Put your hands down. Pride when you do well on a test. Raise your hand if you think this would be comfortable. DO: Pause and count the number of hands. c. Put your hands down. Sadness when there is not a ball for you to play with at playtime. Raise your hand if you think this would be comfortable. DO: Pause and count the number of hands. d. Put your hands down. Excitement when someone throws a party in your honor. Raise your hand if you think this would be comfortable. DO: Pause and count the number of hands. e. Put your hands down. Scared when you see a big animal on your way to school. Raise your hand if you think this would be comfortable. DO: Pause and count the number of hands. f. Put your hands down. Happiness when your favourite food is served for dinner. Raise your hand if you think this would be comfortable. 8. SAY: Raise your head. 9. DO: Tell the students how many hands went up for each feeling and situation.
Week 3 Lesson Plan
SEL Weekly Lesson Plan ACTIVITY 3: BRAIN BUILDING: HANDSHAKE BUDDIES AND CATEGORIZATION Time: 10 minutes Materials: Board & chalk or flipchart & marker 1. SAY: Handshake buddies. You should find your handshake buddy and practice your handshake. 2. ASK: Who remembers the six feelings we talked about today? Example Answer: happy, sad, angry, scared, excited, proud DO: Write the six feelings on a board or flipchart as the students say them. 3. SAY: With your handshake buddies, rank the six feelings on the board from most to least comfortable. 4. DO: Bring the class back together and have each pair share their order.
CONCLUSION: DISCUSSION Time: 5 minutes Materials: None 1. ASK: a. What have you learned today? Example Answer: How to identify feelings, what are comfortable and uncomfortable feelings. b. How does it help to know what are comfortable and uncomfortable feelings? Example Answer: Knowing when you will feel unwell and need to address that. c. How will you use this in your life? Example Answer: To know what you are feeling and when you are feeling that way.
Week 3 Lesson Plan
SEL Weekly Lesson Plan 2. SAY: After today, we know how to identify our feelings.
PARACHUTE CLOSING Time: 5 minutes Materials: None
Week 3 Lesson Plan
SEL Weekly Lesson Plan 2. 55 MINUTE SEL SESSION: Aim: What do different feelings feel like? Materials: Feeling Flashcards (happy, sad, scared, excited, angry, proud, or six simple and culturally appropriate feelings), tape Time: 55 minutes Activities: PARACHUTE OPENING INTRODUCTION ACTIVITY 1 ACTIVITY 2 CONCLUSION PARACHUTE CLOSING
5 min 10 min 10 min 15 min 10 min 5 min
Open the Parachute Mindfulness Predicting Feelings Feeling Scenarios Discussion Close the Parachute
PARACHUTE OPENING Time: 5 minutes Materials: None
INTRODUCTION: MINDFULNESS Time: 10 minutes Materials: None Sensitivity Tip Do not force students to lie down. They can do this activity seated if they are more comfortable.
1. SAY: If there is space and you are comfortable, you can lie down on your back with your full body relaxed. [NOTE: Read the following very slowly, calmly and gently. Pause between sentences.] 2. SAY: Close your eyes and begin to calm your breathing. We are going to calm our minds and our bodies and become aware of our senses during the quiet. Begin to relax your entire body. Notice the feelings in your body.
Week 3 Lesson Plan
SEL Weekly Lesson Plan Notice the sounds you hear. Notice the scents you smell. Notice what you taste. Notice the colors you see as your eyes are closed. Continue to be aware of the feelings, sounds, scents, tastes, and sights you sense as you are quiet and calm. Be aware of them and let them sit. Do not try to change them. Become comfortable with your senses. Continue to stay quiet, listening to the sounds, noticing the feelings, smelling the scents, tasting the tastes and seeing the colors and shapes for a minute. Continue to observe your senses. 3. SAY: Begin to bring yourself back to the present. Focus on your breathing – in and out slowly. Wiggle your fingers and toes. As you are ready, open your eyes if you closed them. 4. ASK a. What did you feel while you were quiet and your eyes were closed? b. What did you hear? Smell? Taste? See?
ACTIVITY 1: Predicting Feelings Time: 10 minutes Materials: 6 feeling flashcards (happy, sad, angry, scared, excited, proud)
Sensitivity Tip If students are in environments where they are distressed, it might be helpful to rephrase: “What kinds of situations make you feel comfortable feelings in school?
1. SAY: One student at a time will come up and select a feeling flashcard. He or she will show that feeling, but not tell the class what it is. The rest of the class will guess what he or she is feeling.
Week 3 Lesson Plan
SEL Weekly Lesson Plan [NOTE: do the following steps after each feeling is demonstrated] 2. DO: Call up one volunteer at a time to select a feeling flashcard to demonstrate. ASK: In what situations do you feel that way? DO Summarize any similarities between the situations. Example Answer: We feel sad when we have a loss or something bad happens to something important to us. 3. SAY: We have different feelings in different situations. 4. ASK: a. Why do we have different feelings in different situations? b. What kinds of situations make you feel comfortable feelings (in school)? Uncomfortable (in school)? Example answer: Comfortable – when I know an answer; uncomfortable – when someone makes fun of me. c. How can you use this information about yourself to predict your feelings? Example answer: if we know in what situations we feel comfortable and uncomfortable, we can prepare ourselves to manage those feelings before they arise in certain situations. d. Why could it be helpful to predict your feelings in a situation? Example answer: It helps us to know when we should control our feelings to make the situation better.
ACTIVITY 2: Feeling Scenarios Time: 15 minutes Materials: None
Week 3 Lesson Plan
SEL Weekly Lesson Plan Age Adaptation For younger children, you may give them the scenarios. For example: they have a big feast, they take a test in school, they play with all their friends, their sister or brother goes off to university.
1. SAY: We will break into four groups. Two groups will create a scenario with a comfortable feeling and two will create a scenario with an uncomfortable feeling. Each group will prepare a scenario that shows when and how that feeling happens and how different characters might feel differently in one scenario. 2. DO: Divide the class into four even groups. Assign two groups “comfortable” feelings and two groups “uncomfortable” feelings. Allow the groups 5 – 7 minutes to create their scenarios, and then call the whole class together. 3. SAY: Let’s come back together. Each group will have 2 minutes present their scenario. 4. ASK: Which group would like to go first? 5. DO: Call up one group to present at a time. Make sure that they only present their scenario for 2 minutes, in order to leave time for the discussion after each. 6. ASK (after each presentation): a. Was the group showing “comfortable” or “uncomfortable” feelings? b. Which feeling(s) did the group demonstrate?
CONCLUSION: Discussion Time: 15 minutes Materials: None
Week 3 Lesson Plan
SEL Weekly Lesson Plan 1. SAY: Let’s all sit down and discuss what we learned today. 2. ASK: a. Why is it important to understand our feelings? Example answers: to know when we need to manage our feelings, to understand what is happening. b. What clues can we used to understand and predict our feelings? Example answers: to know when we need to manage our feelings, to understand what is happening. c. How can we predict our feelings? Example answers: to know when we need to manage our feelings, to understand what is happening. d. How will this help us in school and in life? Example answers: to know when we need to manage our feelings, to understand what is happening. 3. SAY: We have learned a lot about our feelings so far this week. We will continue to learn more about understanding how we are feeling throughout the rest of this week.
PARACHUTE CLOSING Time: 5 minutes Materials: None
Week 3 Lesson Plan
SEL Weekly Lesson Plan 3. 10 MINUTE SEL REVIEW SESSION: Objective: To understand and predict how you would feel in a scenario Aim: Can the student predict and understand how he or she would feel in a situation? Materials: Feeling Flashcards (happy, sad, scared, excited, angry, proud), tape Time: 10 minutes Activities: Feeling Scenarios Sensitivity Tip Notice if any student begins to act out, or have a strong emotional response. This could be a sign that they need additional assistance.
1. DO: Before class begins, tape the feeling cards (happy, sad, scared, excited, angry, proud) in different places around the room. Show them to the students before beginning the activity. 2. SAY: I will read different scenarios to you. After I read the scenario, think about how you would feel, then stand near the feeling you predict you would feel in that situation. Everyone stand up.
Age Adaptation For older children, adapt these to be relevant to their experiences.
3. SAY: Your favourite food is served for dinner. Go to the feeling you predict you would feel. ASK: Why do you predict that you would feel the feeling you selected? 4. SAY: Your friend takes your favourite toy without asking. Go to the feeling you predict you would feel. ASK: Why do you predict that you would feel the feeling you selected? 5. SAY: You see a mouse in your house. ASK: Why do you predict that you would feel the feeling you selected?
Week 3 Lesson Plan
SEL Weekly Lesson Plan 6. SAY: Your best friend moves to another place, so you will no longer go to school and play together. Go to the feeling you predict you would feel. ASK: Why do you predict that you would feel the feeling you selected? 7. SAY: You get a very good score on a test. Go to the feeling you predict you would feel. ASK: Why do you predict that you would feel the feeling you selected? 8. SAY: Your mother (or caregiver) gives you a big hug when you see them after school. Go to the feeling you predict you would feel. ASK: Why do you predict that you would feel the feeling you selected? 9. SAY: You can sit down. 10.SAY: Each person feels different in any situation, but you can predict (like you just did) what you are likely to feel in some situations. While you cannot always predict your feelings, it is good to know when you can predict some feelings. 11.ASK: How will you use the ability to predict your feelings in your life? Example Answer: I will know before going into a situation if it will make me uncomfortable, so I will know how to handle those situations and seek situations that make me comfortable and happy.
Week 3 Lesson Plan
SEL Weekly Lesson Plan 4. 10 MINUTE SEL REVIEW SESSION: Objective: Recognize their own emotions and communicate them in a range of contexts Aim: What do we feel when? Materials: None Time: 10 minutes Activities: Saying when and what you feel 1. SAY: You will get into pairs and sit facing each other. Sensitivity Tip If students are distressed it may be in appropriate to have student use Sad or Scared without a reflective process. Avoid if necessary.
You will put your heads down. When I say a feeling, you will lift your heads and show your partner what that feeling looks like on your face. After each feeling, you will say “I feel… when…” For example, I feel happy when I eat humus; I feel angry when someone takes my toys. [NOTE: Between each round, allow the students 15 – 30 seconds to look at one another’s faces expressing the feelings] 2. SAY: a. Heads down. SAD. Heads Up. Now share with your partner. I feel sad when… b. Heads down. HAPPY. Heads Up. Now share with your partner. I feel happy when… c. Heads down. ANGRY. Heads Up. Now share with your partner. I feel angry when… d. Heads down. EXCITED. Heads Up. Now share with your partner. I feel excited when…
Week 3 Lesson Plan
SEL Weekly Lesson Plan e. Heads down. SCARED. Heads Up. Now share with your partner. I feel scared when… f. Heads down. PROUD. Heads Up. Now share with your partner. I feel proud when… 3. SAY: Let’s now come back together as a whole class to discuss what we just did. 4. ASK a. How did it feel to show your feelings? b. How did it feel to share when you feel that way? c. How will you use this in your life? Example Answer: I know that it is difficult for me to share my feelings, but in the future I can share my feelings to help others know what I am feeling.
Week 3 Lesson Plan
SEL Weekly Lesson Plan 5. 10 MINUTE SEL ASSESSMENT SESSION: Objective: Identify feelings based on physical response Aim: How do I know what I am feeling? Materials: paper, markers Time: 10 minutes Assessment Scoring: Rating Meaning Fail Student did not draw or drew an irrelevant picture without explanation Pass Student drew a picture that accurately depicts expression of a feeling Activities: 1. SAY: Think to yourself of a time that you have had one of the feelings and how it felt in your body. You will have the opportunity now to draw what it felt like when we had one of these feelings in the past week. 2. DO: Give each student paper and markers, crayons or colored pencils. Allow students a few minutes to finish their drawings. 3. DO: Pair students to share their drawings and talk about what they were feeling and how it felt. 4. SAY: Discuss with your partner how you felt in the situation you drew about. Show them your picture. 5. SAY: Let’s all come back together to discuss our drawings. 6. ASK: a. How did the different feelings feel? b. Which feeling felt comfortable? Uncomfortable?
Week 3 Lesson Plan
SEL Weekly Lesson Plan c. What similarities and differences did you see between the different feelings? d. Did what happened affect which feeling you felt? 7. SAY: Based on our discussion, we can see that each of us felt different feelings depending on what was happening around us. Some feelings felt comfortable while others were uncomfortable. At the end of this week, we have learned how to know what we are feeling. Next week we will learn how to manage our feelings.
