Goal: To improve skills for expressing feelings
Objective(s): 1. The student will be able to identify body signals with feelings.
Process Steps:
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".
Discuss
Definition:
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)
Where/When/Comments:
• 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
Role-play Situations:
• 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.
Social Skills Curriculum Guide, 1992
Special School District of St. Louis County