Topic: Expressing Feelings, Ideas, and Emotions Unit Title:

Balanced Mind: Teaching students how to express their feelings and emotions in a healthy way

Purpose of Unit:
The purpose of the unit is to teach children how to deal with their emotions and feelings in a safe and healthy way. It provides students with a means to expressing their feelings in a safe, supportive environment and offers students a variety of effective coping strategies to manage their emotions. The unit is structured to evoke self awareness within the students and to teach them that it is normal to experience a wide range of emotions, on the basis that they handle them in a non-destructive manner. The unit teaches students how to value themselves and others by being considerate and aware of feelings and it is designed to include a range of activities that provide students with opportunities and experiences for demonstrating verbal and nonverbal skills to express ideas, needs and feelings. Students engage in activities that will promote physiological awareness. This will help students identify changes in their body and use the coping strategies immediately. In doing this the unit allows students to explore their own feelings and relate them to others. It also allows students to identify other peoples emotions and communicate with them accordingly, in a considerate way. The unit provides students with ample resources, strategies and experiences to develop and enhance their interpersonal communication skills. The lessons in the unit are developed to cater to all learning styles including activities for kinaesthetic, visual and auditory learners. The unit encompasses a learner-centred, constructivist approach to learning which enables students to own their learning. Students learning is facilitated to obtain new personal discoveries and thus conceptualise new ideas whilst exploring feelings, emotions, and ideas in a safe, inclusive, sociable environment. What should students know? (Content): As the enhancing personal development 1.4 outcome suggests; students should be able to use basic speaking, listening, sharing and cooperation skills to communicate and socialize with others prior to beginning this unit. What should students be able to do? (Demonstrate): Following the unit students should be able to use verbal and nonverbal skills to communicate their feelings, ideas, and needs, whilst displaying consideration for others. Some specific skills, in relation to the overall outcome, that students will demonstrate include: Negotiating with peers to achieve group outcomes Decision making and problem solving skills which regards to appropriate behaviour The use of healthy coping strategies for a variety of emotions/feelings

Positive and considerate interactions with others Displays of empathy Awareness of self-concept, and physiological changes related to certain emotions Self directed learning Awareness of communication differences across cultures Ability to identify various emotions within self and others Identification of people, places and situations that are more likely to induce certain emotions

In providing a Learner Centred Approach to learning and teaching, teachers should: Act as facilitators to guide students learning Provide scaffolding to observe students highest level of learning Provide students with a variety of opportunities and experiences to obtain learning outcomes Encourage students to be self-directed learners Establish a safe supportive environment for learning to take place Plan assessment and learning outcomes at the same time Provide students with explicit instructions which will assist students in achieving and demonstrating planned outcomes Consider possible cultural differences which may exist for many of the students in the class and plan teaching/lessons accordingly Provide inclusive education which provides equal opportunities for: special needs students, students of both genders, student of various socioeconomic classes, learning styles, cultures, abilities etc.

Relevant Key Learning Areas and Outcomes:

Enhancing Personal Development-2.4: Students demonstrate verbal and nonverbal skills to express ideas, needs and feelings and to show consideration of others.

Links to the Syllabus:

The unit reinforces valued skills associated with being a life long learner. Students learn the importance of being an effective communicator and learn new strategies for expressing themselves in a safe and productive way. Students learn through individual and group tasks which provide them with first hand experiences on expressing their feelings, ideas and emotions. Students are encouraged to think about situations critically as they must consider the emotions of not only themselves but also of others. Throughout the unit students are given ample opportunities to reflect on their work and guide their own learning (reflective and self directed learner). Students are asked what they have learned, how they have learned it, and how they can use what they have learned in real life contexts. Students are also expected to consider and express the impact that their actions have on themselves, others, and the environment (school, community, family contexts). The unit promotes the use of deep knowledge, understandings, and skills, to make decisions that will enhance the students personal development (knowledgeable

person with deep understanding). Learners are required to use complex thinking to analyse a variety of emotions and critically infer the most suitable reactions and coping strategies for them. Finally, the unit requires student to use and develop their creativity to explore a variety of coping strategies and to choose the ones that work the best for them (creative persons). Students must also use a variety of mediums (clay, music, drama, visual art, writing, magazine cut outs, etc.) to express themselves and identify the feelings/emotions of others.

Core Content:
The unit directly relates to several aspects of e nhancing personal development. The main aspect of the core content that our unit focuses on is the area of Cooperation and Communication. Every lesson in the unit touches on factors concerning interpersonal skills related to expressing feelings, ideas and emotions; some of these skills include: negotiating, conflict resolution, assertiveness, decision making of appropriate manner, and rules of conversation. The unit gives students the volition to establish a deep understanding and awareness of themselves and their emotions which directly relate to their self concept. Another aspect of identity that this unit aids to enhance is self-esteem as students are taught that all feelings and emotions are normal. In additional, the lessons encourage individuality and assertive behaviour with an emphasis on what makes each student unique. Throughout the unit students engage in activities that promote healthy relationships with themselves and others (relationships in families, friendships and groups). They learn valuable interpersonal skills and techniques for expressing their feelings, ideas, and needs to others as well as to themselves. Students will realize the importance of their interactions with others whilst considering roles, rights, and responsibilities. Finally, students will participate in lessons that involve the following factors influencing identity and relationships : interactions with others, personal behaviours, cultural inheritance (the acknowledgement that expressions of communication is different across cultures), and media & popular culture. Finally, students learn about aspects of growth and development. They learn strategies to enhance personal growth and development including valuable stress management strategies to help gain control and awareness of their feelings.

Resources:
Character Education Available URL: http://www.goodcharacter.com/YCC/Feelings.html (accessed 20th August 2005). Courtroom Television Network Available URL: http://www.courttv.com/choices/empowering/lesson4.html?sect=2 (accessed 20th August 2005). Families and Work Institute Available URL: http://64.233.187.104/search? q=cache:Z1MtjoSGey0J:www.familiesandwork.org/911ah/lp_prek-

2_adl.pdf+expressing+feelings+and+children+and+activites&hl=en (accessed 20th August 2005). Morris, E. (2003). Anger Management for middle school students. Victoria: Incentive Publishing (p 66-68) PBS Kids Available URL: http://pbskids.org/rogers/parentsteachers/theme/1691_t_act.html (accessed 20th August 2005). Queensland Studies Authority (2004). Health and Physical Education 1-10 Syllabus. Brisbane http://www.qsa.qld.edu.au/yrs1to10/kla/hpe/syllabus.html

Materials/Equipment:
Coloured paint chips Magazines Scissors Glue Coloured and white paper Pencils Markers Glitter Various types and tempos of music Charade cards Paper plates Ribbon Yarn Tissue paper Wooden sticks CD Player Activity sheets (see appendix)

Considerations:
Teachers need to be aware of students backgrounds and consider them when facilitating their learning in this unit. As expressing feelings is a sensitive topic and students do this in a variety of ways it is necessary that the teacher caters to the individual needs of the students. It is also important for teachers to understand that they are NOT taking on the role of a school counsellor. If any issues of concern arise, it is important for the teacher to contact the school deputy immediately.

Social Justice Principles:

Throughout the planning and implementation of this unit cultural differences have been taken into account. Although expressing feelings, emotions, needs and ideas is universal, teachers using this unit plan must take into account that different cultures

express themselves in a variety of ways. Teachers need to ensure that they do not misread the students actions/expressions as cultural differences will/may be evident. This unit caters to a wide range of learning styles and provides activities that tend to visual, auditory, and kinaesthetic needs. Finally, this unit provides students with a means to expressing their feelings in a safe, supportive, and inclusive environment. Note: The materials used throughout the unit are materials found in the classroom so students from low socioeconomic status family are not discouraged or excluded from participating in any activity. This unit includes activities that encourage students to: Express feelings in a positive and safe environment through reflection, discussion and art Develop empathy for other students through sharing personal experiences and exploring commonly-shared emotions and feelings Promote positive feelings in one another Identify physiological effects within their body as well as others Practice coping strategies individually and with others Work cooperatively with others in a variety of activities Develop an understanding of appropriate reactions in response to an emotion Know where to turn for help (i.e. parents, teachers, help lines, etc.)

Links Cross Curricular Outcomes:

English Cr 2.1: When speaking students select particular descriptive words or phrases, body language and facial expressions, clearly defined variations in voice, music and sound effects to change the way people, places, events and things are represented. Activities: Emotional Music - students will verbally express how the music makes them feel. Emotion Charades students will use body language, facial expressions and voice to portray a particular emotion. Visual Art VA 2.2: Students select and arrange images and objects for personal display. Activities: Feelings Body Outline students will colour the body part with colours that they associate with a feeling. This activity is for their own personal reflection. Feelings Collage students will manipulate different materials and arrange them in a collage. Feelings Mask students will create a mask using different materials to portray an emotion. Drama DR 2.1: Students make choices about and develop roles to build dramatic action. Activities: Emotion game students will take on a role and act out an emotion.

Learning Experiences:
Lesson 1: Introduction to Feelings Moody Colours Show students different coloured paint chips and ask them how that colour makes them feel-discuss why some colours have different emotions associated with them. Make a brainstorm on the board of the colours and emotions that students feel correspond to them. Feelings Collage Have students work in groups. Give each group 10 magazine cut-outs of people expressing different emotions. As an emotion is said by the teacher have the students choose which cut-out goes with the emotion said. Have the student paste their emotion on a piece of Bristol board and write the emotion underneath the corresponding cut-out. Running Log of Feelings Explain running log sheet to students. Have students fill in the running log (see appendix) of their emotions during this lesson and every other day for a week. At the end of the week, look for prominent emotions on the running log and times in the day when these emotions are most prominent. At the end of the unit, ask students what they have learned throughout the course of the unit that can help them cope with these emotions and prepare themselves for times in the day that they find the most difficult. Lesson 2: Expressing Emotions Lesson-see attached lesson plan Emotional Music Play classical music with various tempos and beats and ask students how it makes them feel. Use things activity as an orientation activity to get students talking about emotions. Emotion Charades Have students get into partners and have students play emotion charades! Put a selection of feeling words into a hat and have one person choose a feeling from the hat. Ensure that the student knows not to show anyone the feeling. Have the student act out the feeling to their partner and have them try to guess what the feeling is. Feelings Mask Students are each given mask cut-outs and they are asked to use markers, crayons, pencil crayons etc. to decorate them according to an emotion of their choice. Feelings Body Outline Have students work on body outlines sheet (see appendix) to colour the physiological effects of different emotions throughout their body. Feeling Good Puzzle Have students complete the sentences within the puzzle pieces in the activity sheet (see appendix). Next have students cut out the pieces and put them into an envelope for later discussion/guessing game. Lesson 3: Coping Strategies Affirmations Read and discuss affirmations sheet (see appendix) with students. Tell students that they are to choose three affirmations from the sheet which they can use when they are feeling a certain way. Model this for the children before handing out the sheet. Tell them that when you feel sad, you repeat the following affirmation in your mind: I am lovable.

Clay-Have students think about what emotion they are feeling at the current moment and have them mold their emotion using the clay. They are encouraged to make a mold of anything at all: it can be abstract, it can be an animal, it can be a face, it can be an expressive piece that reflects their emotion being imposed on the clay (such as pounding the clay if they are angry). This can be used as a therapeutic activity and provide kinaesthetic learners with a good way of expressing themselves. Provide materials for students to engage in the following activities and ask them to write down which activity they enjoyed the most and why. Ask them to identify which coping strategies work best for them whilst considering specific emotions. *Teach students the difference between appropriate and inappropriate (hitting, kicking, yelling at others etc.) coping strategies! Drawing Relaxing Stretching Music Making Dancing Writing Colouring Lesson 4: Expressing and Understanding Needs Expressing and Understanding Emotional Needs Game The teacher tells the students that they will be playing an emotional needs game and that they are not allowed to tell other students what the card say that is placed on each students back. Students are broken up into pairs, and lined up at the front of the classroom with their faces towards the blackboard. The teacher attaches a card to each students back. The cards all say different emotions on them such as I feel sad please make me feel better. All the students then get into their partnerships and read the card that has been placed on their partners back. They are then told that they must treat their partner how the card says without speaking to their partner. After 6sec of this students are told to stop and the partner is then permitted 3 guesses of what emotion is on their back. Students then switch roles and the game is repeated. Lesson 5: How to express feelings, needs and ideas while being considerate of others Strategies Group Activity Students are broken up into groups of 4. In their groups they must work together to create a brainstorm of ways to make each of the changes stated on the activity worksheet (see appendix). Students note which strategies would work well for themselves and they are encouraged to use them when they are feeling like the ways specified in the activity.

Assessment Indicators:
Enhancing Personal Development- 2.4: Students will demonstrate verbal and nonverbal skills to express their ideas, needs and feelings and to show consideration of others feelings. Can the student verbally and nonverbally express and identify feelings? Can the student verbally express their ideas and needs?

 Can the student identify and discuss a personal reaction to a situation and how it affected their body? Can the student nonverbally act out an emotion? Does the student show consideration for other students feelings?

Assessment:
Assessments for this unit are planned to take into account a variety of students learning styles. Some pieces of assessment used in this unit include: Anecdotal Observation Records Peer Evaluation (see appendix) Self Evaluation (see appendix) Outcomes Checklist (see appendix) Observations of Ability to work in a Group Checklist

What Kind of Partner Was I?

Name: Date:

Circle the face that best describes how you worked with your partner in the Emotion Charades.

Good 1. Did I take turns? 2. Did I cooperate? 3. Asking/Helping? 4. Did I staying on task? 5. Did I encourage my partner? Did you understand the task?

Okay

Poor

circle

yes or

no

(comments and/or pictures from primary student)

Comments from teacher:

Peer Assessment of Group Task

Name: Group Members: 1. 2. 3. 4.
Place a check mark in the appropriate box.

Date:

Comment 1. Did everyone contribute equally?

Poor

Good

Very Good

2. Did all members cooperate?

3. Did everyone take turns?

4. Did your group work as a team?

5. Did your group stay on task?

I am lovable. I am a good person. I believe in myself. I am special. My needs and feelings are important. I believe in my talents and capabilities. I have the ability to be successful at my goals. It is sometimes important to spend time by myself. I take pride in my accomplishments. I love myself just the way I am. I am an important person. I deserve to be respected. I dont have to be perfect. I am a trustworthy person. It is okay to make mistakes. People like me for who I am.

Overview of Activities
Emotional Music Play classical music with various tempos and beats and ask students how it makes them feel. Use activity as an orientation activity to get students talking about emotions. Moody Colours Show students different colours and ask them how that colour makes them feeldiscuss why some colours have different emotions associated with them. Make a brainstorm on the board of the colours and emotions that students feel correspond to them. Next have students write emotion poems (see appendix). Feelings Collage Have students work in groups. Give each group 10 magazine cut-outs of people expressing different emotions. As an emotion is said by the teacher have the students choose which cut-out goes with the emotion said. Have the student paste their emotion on a piece of Bristol board and write the emotion underneath the corresponding cut-out. Feelings Body Outline Have students work on body outlines sheet (see appendix) to colour the physiological effects of different emotions throughout their body. Complete the Sentence Activity Have students work on this task individually. Explain activity to students and hand out work sheet. Give students approximately 15minutes to complete the activity. Ensure that students fill in the sheet using complete sentences and provide clear examples. The following are some examples of the sentences included on this activity sheet (see appendix): When I am sad I When I am angry I. When I am happy I.. Affirmations Read and discuss affirmations sheet (see appendix) with students. Tell students that they are to choose three affirmations from the sheet that they can use when they are feeling a certain way. Model this for the children before handing out the sheet. Tell them that when you feel sad, you repeat the following affirmation in your mind: Emotion Charades Divide students into groups of 3. Have students play emotion charades! Put a selection of feeling words into a hat and have one person choose a feeling from the hat. Ensure that the student knows not to show anyone the feeling. Have the student act out the feeling as the rest of the students try to guess what the feeling is. Give a point to which ever team comes up with the feeling that the person is acting out. Before beginning this activity ensure that students know they are not to speak whilst acting out their emotion. Running Log of Feelings

Have students fill in running log of their emotions everyday for a week. At the end of the week, look for prominent emotions on the running log and times in the day when these emotions are most prominent. Ask students what they have learned throughout the course of the unit thus far to help cope with these emotions and prepare themselves for times in the day that they find the most difficult. Emotion game The teacher tells the students that they will be playing an emotion game and that they are not allowed to tell other students what the card say that is placed on each students back. Students are broken up into pairs, and lined up at the front of the classroom with their faces towards the blackboard. The teacher attaches a card to each students back. The cards all say different emotions on them such as I feel sad please make me feel better. All the students then get into their partnerships and read the card that has been placed on their partners back. They are then told that they must treat their partner how the card says without speaking to their partner. After 6sec of this students are told to stop and the partner is then permitted 3 guesses of what emotion is on their back. Students then switch roles and the game is repeated. Strategies Group Activity Students are broken up into groups of 4. In their groups they must work together to create a brainstorm of ways to make each of the changes stated on the activity worksheet (see appendix). Students note which strategies would work well for themselves and they are encouraged to use them when they are feeling like the ways specified in the activity. Feelings Mask Students are each given mask cut-outs and they are asked to use markers, crayons, pencil crayons etc. to decorate them according to an emotion of their choice. Coping Corner Clay-Have students think about what emotion they are feeling at the current moment and have them mold their emotion using the clay. They are encouraged to make a mold of anything at all it can be abstract, it can be an animal, it can be a face, it can be an expressive piece that reflects their emotion being imposed on the clay (such as pounding the clay if they are angry). This can be used as a therapeutic activity and provide kinaesthetic learners with a good way of expressing themselves. Provide materials for students to engage in the following activities and ask them to write down which activity they enjoyed the most and why. Drawing Relaxing Stretching Music Making Dancing Writing Colouring