understanding your feelings 2 - brookes publishing...

43

Understanding Your Feelings 2

Purpose• To teach students appropriate ways of expressing

feelings

Objectives• Students will be able to distinguish between okay and

not okay ways of expressing feelings.

• Students will apply the principles of this lesson todifferent situations.

MATERIALS NEEDED

❑ Henry (stuffed animal mascot)

❑ Blank overhead transparency or chart paper

❑ Supplement 3.1 (overhead transparency)

❑ Supplement 3.2 (overhead transparency)

❑ Book from the literature list (or one of your choice)

❑ Strong Start Bulletin

Lesson

3

TEACHER NOTES

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Excerpted from Strong Start—Grades K–2: A Social and Emotional Learning CurriculumBy Kenneth W. Merrell, Ph.D., Danielle M. Parisi, & Sara A. Whitcomb

Brookes Publishing | www.brookespublishing.com | 1-800-638-3775 | © 2007 | All rights reserved

44 The Strong Start Curriculum

Review

To activate prior knowledge, review and discuss previous topics and main ideas.Prompt students to remember the six basic feelings: happy, sad, angry, afraid, sur-prised, and disgusted. Make sure to provide feedback.

Sample Script

During our last meeting, we learned to name our feelings. Raise your hand ifyou can remember a feeling that we learned about in our last class.

Introduction

Communicate the lesson’s purpose and objectives clearly.

Sample Script

Today, we are going to learn more about feelings. I have brought Henry tohelp us as we do this.

Read a Book from the Literature List

Read a book from the following list of examples or choose your own book to sharewith students.

• The Chocolate-Covered-Cookie Tantrum by Deborah Blumenthal

• Today I Feel Silly & Other Moods That Make My Day by Jamie Lee Curtis

• The Grumpy Morning by Pamela Duncan Edwards

• Chrysanthemum by Kevin Henkes

• Julius: The Baby of the World by Kevin Henkes

• Bye, Bye! by Nancy Kaufmann

• The Kissing Hand by Audrey Penn

• Sometimes I Like to Cry by Elizabeth and Henry Stanton

Be sure to point out all of the actions or ways in which the characters behave whenthey are acting on their feelings. Use the following questions to guide your discussion:

• What was one of the feelings the character had?

• Do you think it was a good or not good feeling?

• What did the character do when he or she was feeling that way?

• Was it an okay or not okay way of showing the feeling?

2 minutes

2 minutes

10 minutes



Understanding Your Feelings 2 45

Identify Actions that Follow Feelings

Use one of the six basic feelings to identify common actions associated with thatfeeling.

Sample Script

Last time, we talked about feelings that are good and not good. Today, we’regoing to talk about what we do when we have good and not good feelings.Happy is a good feeling. When Henry feels happy, he smiles more, and hehas fun playing and learning. Disgusted is not a good feeling. When Henryfeels disgusted, his tummy hurts, and he makes a yucky face.

Convey the following main ideas to your students:

• Everyone has feelings, and it is okay to have any feeling.

• We have different feelings at different times.

• Sometimes we can have more than one feeling at the same time.

• It is important to talk about what we are feeling on the inside.

• There are different ways of showing feelings.

• Other people may not feel the same way I do about everything.

Sample Script

Everyone has feelings, and it is okay to have any feeling. We have differentfeelings at different times. For example, when Henry is playing outside, he ishappy, but when he is taking a bath, he is sad. Sometimes, we also havemore than one feeling at the same time. It is important to talk about what weare feeling on the inside, and there are different ways of showing our feelings.When I am angry, I am quiet, and I don’t like to talk to anyone. When Henry isangry, he stomps his feet and has a frown on his face. Other people may notfeel the same way that I do about everything. I am happy when it is time toget a haircut, but Henry is afraid of getting his hair cut.

Having Multiple Feelings at Once

The following examples reflect situations when children may have more than onefeeling at the same time. Use them to help further explain this concept to students.

• When Henry found out his grandma was coming to visit, he was happy becausehe wanted to see her, but he was also afraid because he didn’t know her that well.

• When Henry had to go to the dentist, he was mad because he doesn’t like to goto the dentist, but he was also happy because he likes getting a toy from thedentist’s treasure chest.

• When Henry’s mom had a surprise party for him, Henry was surprised becausehe didn’t know about it. He was also angry because his mom didn’t tell him, andhe was happy because he got to see all of his friends.

2 minutes

5 minutes



Review and Mastery of

Understanding Basic Emotions

• Revisit If You’re Happy and You Know It.

• Present pictures of each of the six basic feelings using Supplement 3.1. Havestudents give examples of when they may experience these feelings. Write atleast one response for each feeling on chart paper or a blank overhead trans-parency for use later.

Sample Script

This is a picture of disgust. Disgust is not a good feeling. Raise your hand ifyou can think of a time when you might feel disgust.

• Note: If a child mentions that eating broccoli makes him or her feel disgust, youcould paraphrase and write “eating yucky foods” on chart paper.

Ways of Showing Feelings

Communicate to children that there are okay and not okay ways of showing feel-ings. Using the examples that the children provided in Review and Mastery of Un-derstanding Basic Emotions, extend the examples to show okay and not okay waysof showing feelings. Be sure to provide examples and nonexamples for all six of thebasic feelings.

Sample Script

Remember that there are different kinds of feelings. Now, let’s talk about howwe can show our feelings. We talked about how eating yucky foods mightmake us have a feeling of disgust. When Henry eats broccoli, he has a feelingof disgust. He chews it up and spits it out on the table. This is not an okayway of showing disgust because Henry wasn’t showing good manners.Instead, when Henry’s mom makes broccoli for dinner, Henry takes a smallamount, chews, and swallows it. This is an okay way of showing disgustbecause Henry is showing good manners.

Okay and Not Okay

Examples of Showing Other Feelings

The following additional examples may reflect similar situations that the childrenshare. Use them to guide your thinking as you plan for this lesson.


10 minutes

10 minutes



Practice Identifying Okay and Not Okay


Read the examples provided in Supplement 3.2, Ways of Showing Feelings. Havestudents stand up if the example suggests an okay way of showing feelings and stayseated if the example is not an okay way of showing feelings.

Closure

Gather your students together, and review the lesson objectives.

Sample Script

We all have feelings. Today, we learned that there are okay and not okay waysof showing feelings. It is all right to have any feeling, but it is important thatwe show our feelings in okay ways. It is also important to remember thatother people may not always feel the same way you do.

Applying What We Learned

Anticipate

Tell your students to remember to practice naming their feelings and using okayways to show their feelings. It might be helpful to prompt them prior to potentiallyemotional times of day, such as recess period, lunch, or physical education.

Understanding Your Feelings 2 47

3minutes

1–2minutes

Feeling Example Okay Not okay

Sad A pet runs away. Telling a parent howyou are feeling

Screaming anddemanding a newpet

Angry A friend borrows yourbike without asking.

Taking a deep breathand using nicewords to tell yourfriend how you arefeeling

Pushing your friendoff the bike

Surprised You see your teacherat the grocerystore.

Walking up to yourteacher and saying hi

Pointing at theteacher but neversaying hi

Afraid You have to go to thedoctor.

Telling your parentshow you are feeling

Keeping it a secret



Remind

Similar to the last lesson, if you notice students having difficulty expressing theirfeelings (e.g., getting bored and crying out, “This is boring! I hate this!”; feeling madand yelling at a peer), remind them that these are not okay ways to express theirfeelings, and ask them to try it again in an okay way. Initially, you might have tomodel an okay way of expressing the particular feeling (e.g., “Watch me and listen.When you take that toy without asking, it makes me feel angry.”).

Acknowledge

Praise your students for displaying okay ways of expressing their feelings. Someexamples of okay ways could include students using “I feel” statements, talking(not yelling) about their issues with one another, or asking for help if they are get-ting frustrated.




49Strong Start—Grades K–2: A Social and Emotional Learning Curriculum

by Kenneth W. Merrell, Danielle M. Parisi, and Sara A. Whitcomb © 2007 University of Oregon. All rights reserved.

Strong StartLesson 3

LESSON 3: UNDERSTANDING YOUR FEELINGS 2SUPPLEMENT 3.1

Happy Sad

Afraid Angry

Surprised Disgusted

Basic Feelings


Brookes Publishing | www.brookespublishing.com | 1-800-638-3775




LESSON 3: UNDERSTANDING YOUR FEELINGS 2SUPPLEMENT 3.2


1. A boy feels angry because a friend calls him a bad name. He stops, counts to 10,and feels calm.

2. A girl feels happy because she did very well in math. She jumps up in the middleof class shouting, “Yippee!”

3. A boy is scared by a fire alarm at school and runs out of the building as quicklyas he can.

4. A girl feels sad about leaving home on the first day of school. She lets her teacherknow how she is feeling.

5. A boy is surprised to see that his mom has come to visit him at school. He smilesand laughs to himself.

6. A girl feels disgusted when she sees her friend sneeze all over the lunch table.She gets up and says, “Ewwwww!” very loudly.





LESSON 3: UNDERSTANDING YOUR FEELINGS 2


Strong Start Bulletin

LESSON 3: UNDERSTANDING YOUR FEELINGS 2

Dear Family,

This week, our Strong Start lesson extended ideas presented during lastweek’s lesson. We reviewed the names of feelings: happy, sad, angry, afraid,disgusted, and surprised. We also reviewed those feelings that make us feelgood or not good. Throughout the lesson, Henry helped us understand thatit is natural for everyone to experience all feelings. He also helped us to knowokay and not okay ways to act on our feelings. We defined situations thatmake us experience certain feelings and examples of okay and not okay waysfor handling the situations. Some examples that we discussed are listed inthe table.

To better understand handling feelings, we read

.

Following are great examples of relevant stories that you may want to readat home:• Chrysanthemum by Kevin Henkes• The Chocolate-Covered-Cookie Tantrum by Deborah Blumenthal• Today I Feel Silly & Other Moods That Make My Day by Jamie Lee Curtis

At home, remind your child to• Stop and identify the feeling he or she is experiencing.• Determine whether or not it is a good or not good feeling.• Choose an okay way to act on that feeling.

Thanks for helping your child to apply what he or she has learned aboutidentifying feelings. Be sure to congratulate your child each time he or shechooses an okay way to handle a difficult situation.

Feeling Example Okay Not okay

Sad A pet runs away. Telling a parent howyou are feeling

Screaming anddemanding a newpet

Angry A friend borrows yourbike without asking.

Taking a deep breathand using nicewords to tell yourfriend how you arefeeling

Pushing your friendoff the bike



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