IDENTIFY AND UNDERSTAND FEELINGS/EMOTIONS 3.1
Goal: To improve skills for expressing feelings
Objective(s): 1. The student will be able to identify body signals with feelings.
1. Tune in to body signals (the other person's or your own).
2. Identify possible feelings.
3. Think about what has caused the feeling.
4. Verify the feeling if appropriate.
5. Acknowledge the feeling using "I Statement".
What is a feeling? (i.e. the way your body reacts to something that happened).
What is glad? (to feel good)
What is mad? (to feel mad)
What is scared? (to feel frightened or scared)
What is love? (to care about something or someone, to show fondness).
What is surprise? (a feeling when something unexpected happens)
Rationale: You say thanks to make another person feel good so he or she may do something nice again. (Special School District, 1989 p. 52)
• People express feelings to make you feel better, let other people know how you feel. Feelings can be confused with one another resulting in vague but strong emotions. Accurately identifying feelings helps us clarify thoughts and problem-solve.
• Situations - What situations or daily occurrences might you want to be aware of your feelings?
• Teacher surprises class with ice cream sundaes or game time and leads discussion on how it makes them feel.
• Talk about what is a feeling. Why do people feel. All humans have emotion and feelings as a response to things that happen in their environment.
• Basic feelings are mad, sad, glad, scared, surprise and love may also be considered. Other feelings can be defined by these basics (i.e. embarrassed is scared to be glad).
Model/Role-Play with Feedback
• Students brainstorm as many feelings as possible (pride, confusion) writing each on an index card. Teacher directs discussion where each feeling is categorized into one of basic feelings and taped to poster board saying glad. Discuss overlap embarrassed + scared to be glad or mad.
• View taped TV shows stopping tape to identify what emotion characters are feeling.
• Read a story or book (i.e. Judith Viorst Alexander and the Terrible Horrible Very Bad Day). Discuss emotions.
• Student look up definitions in dictionary of six feelings. May rewrite definitions including personal details.
Application with Feedback
• Cut out newspaper and magazine articles that elicit or represent an emotional response.
• Class mural - students cut out pictures showing various emotions. Discuss possible causes for these feelings.
• Students begin Feelings Journal emphasizing their emotional reaction to the unit.
• Read story or newspiece with strong emotional content. Students respond in writing or in journal.
• Feeling survey - students ask family members or friends "What is your favorite feeling?"
• Watch newscast or assigned TV show and tally what emotions are conveyed. Students discuss their perhaps differing reactions.
• Homework - students list 6 feelings and write about or draw a situation why they felt that way.
*Note: Role play is not advised in this informative lesson.