Term 4 Starting Right: Zones of Regulation
Monday 8th October (Slides 1 - 22):
Learning Intention: We are learning to understand the Zones of Regulation.
Success Criteria: I can describe feelings and emotions that fit into each zone.
Tuesday 9th October (Slides 23 - end):
Learning Intention: We are learning to identify which zone we are in, and how to move back towards the Green Zone.
Success Criteria: For each zone, I can describe what it feels like for me, specific triggers, and tools that may help me move back towards the Green Zone.
Learning Intention: We are learning to understand the Zones of Regulation.
Success Criteria: I can describe feelings and emotions that fit into each zone.
Tuesday 9th October (Slides 23 - end):
Learning Intention: We are learning to identify which zone we are in, and how to move back towards the Green Zone.
Success Criteria: For each zone, I can describe what it feels like for me, specific triggers, and tools that may help me move back towards the Green Zone.
Term 2 Starting Right:
Lesson 1:
Learning Intention: We are learning to understand and recognise different emotions.
Success Criteria: I am able to interpret different emotional responses by observing body language.
Introduction
This term, we are going to have a focus on understanding emotions.
In today’s lesson, we will test our skills in reading body language and in expressing emotions throughout our body.
When I use the word emotions, what am I talking about?
Student Learning Task
We are going to start by playing a guessing game, where one person in the pair will act or show the body language of a given emotion and their partner guesses what emotion it is that they are displaying.
You will be placed in pairs and given a ‘What am I feeling?’ card, which you cannot reveal to your partner. You will act out the body language as described on the card, and your partner will try to guess the body language that you acting out. Close guesses, such as synonyms for the emotion will be accepted as correct. Then you can swap roles and repeat the activity.
Discussion:
Why is it important to be able to ‘read’ another person’s body language and imagine how they might be feeling?
Empathy is a key skill for developing and sustaining positive relationships.
With the person next to you, I would like you to think up some situations where it might be particularly important to be able to notice how others may be feeling.
Reading body language is not like reading a book. Sometimes we get the meaning wrong, just as some of them may have in the game. This is because not everyone shows emotions in the same way. We also need to be able to tell people how we feel, and ask people how they are feeling. These are two important skills for friendship and family relationships.
Think, Pair & Share:
Being empathetic, or understanding our own and others’ emotions and feelings, is a VERY important life skill!
Learning Intention: We are learning to understand and recognise different emotions.
Success Criteria: I am able to interpret different emotional responses by observing body language.
Introduction
This term, we are going to have a focus on understanding emotions.
In today’s lesson, we will test our skills in reading body language and in expressing emotions throughout our body.
When I use the word emotions, what am I talking about?
Student Learning Task
We are going to start by playing a guessing game, where one person in the pair will act or show the body language of a given emotion and their partner guesses what emotion it is that they are displaying.
You will be placed in pairs and given a ‘What am I feeling?’ card, which you cannot reveal to your partner. You will act out the body language as described on the card, and your partner will try to guess the body language that you acting out. Close guesses, such as synonyms for the emotion will be accepted as correct. Then you can swap roles and repeat the activity.
Discussion:
Why is it important to be able to ‘read’ another person’s body language and imagine how they might be feeling?
Empathy is a key skill for developing and sustaining positive relationships.
With the person next to you, I would like you to think up some situations where it might be particularly important to be able to notice how others may be feeling.
Reading body language is not like reading a book. Sometimes we get the meaning wrong, just as some of them may have in the game. This is because not everyone shows emotions in the same way. We also need to be able to tell people how we feel, and ask people how they are feeling. These are two important skills for friendship and family relationships.
Think, Pair & Share:
- What can make it hard sometimes to tell people how we feel?
- Why do we sometimes try to hide our emotions?
Being empathetic, or understanding our own and others’ emotions and feelings, is a VERY important life skill!
Lesson 2:
Learning Intentions:
We are learning the vocabulary that can describe a range of positive and negative emotions.
We are learning to identify triggering events or situations that can lead to particular emotional responses.
Introduction:
In any one day we can experience multiple and complex emotions. Emotions are triggered by events / situations and also by what we think about what is happening to us. We may experience strong or mild emotions and a mix of negative and or uncomfortable emotions. We are going to think and talk about these emotional highs and lows with a focus on understanding our own and others’ emotions better. We are going to use many ‘emotion’ words. The more words we have for describing emotion we have, the better we are at communicating our feelings, seeking help when we need it, and helping others.
Let’s brainstorm some examples of positive emotions and some examples of negative emotions. (Remember: this doesn't mean these emotions are not ok! When we say negative emotions, we mean the uncomfortable ones).
Connecting back to the body language lesson we did last lesson, can anyone tell me:
- What do positive emotions tend to look like when we see them in others? Sound like? Feel like?
- What do some of these negative emotions look like? Sound like? Feel like?
There are times when we can feel mixed emotions, or both positive and negative emotions at the same time. For example, you might be excited about competing in the cross-country finals, but also nervous about whether you will do well.
Learning Task:
You are each going to get an ‘Emotions’ sheet.
Put a cross next to the ‘negative’ emotions and a tick next to those that are ‘positive’. Once you have done that we will compare our ticks with what the rest of the class thought.
Next, you are going to work with a partner or trio to provide some examples of when:
- Someone could experience positive emotions
- Someone could experience negative emotions
- Someone could experience mixed emotions, or both positive and negative emotions at once.
Reflection:
Let’s reflect on the today’s Learning Intention. Has anyone learned any new ‘emotion’ words today? Give some examples.
Is there anyone who thinks they may be able to summarise what is meant by the concept of ‘mixed emotions’?
Lesson 3:
Learning Intention:
We are learning to recognise and apply the concept of ‘emotional intensity’.
We are continuing to develop our emotional vocabulary.
Introduction:
Today’s activity will focus on understanding intense, stronger or more deeply felt emotions. It is important to have a rich language to help us understand and talk about emotional intensity. Understanding our emotions can help us to cope and to assist others to cope in these situations.
Statues: In the game we will be playing today, you will get to call out a word for an upsetting emotion. You will then need to form a statue of that emotion. Next, I will ‘wind up’ the intensity of that emotion, calling out a word for a more intense or stronger form of that same emotion. In response, you will need to ‘wind up’ the intensity of your statue or pose.
Let's practise with these words: ANGRY ---> FURIOUS
Discussion:
What did these emotions have in common?
Learning task:
Next, you are going to work in pairs or small groups. Each pair or group is going to receive one of the ‘emotions intensity’ paired words. Once you have received your words, I want you to decide with your partner or small group which colour would represent this emotion the best, and select a piece of paper in that colour. On the piece of paper you are going to write the two words up the top as your heading, and then underneath, write what type of events could lead to the different level of emotional intensity.
Reflection:
You are now going to report back with the descriptions of the kinds of experiences that can trigger intense emotions.
Next, you are going to work in pairs or small groups. Each pair or group is going to receive one of the ‘emotions intensity’ paired words. Once you have received your words, I want you to decide with your partner or small group which colour would represent this emotion the best, and select a piece of paper in that colour. On the piece of paper you are going to write the two words up the top as your heading, and then underneath, write what type of events could lead to the different level of emotional intensity.
Reflection:
You are now going to report back with the descriptions of the kinds of experiences that can trigger intense emotions.