Length
1 - 1.5 hours
Materials
- Copies of the lesson quiz, one for each student
- Paper
- Pencils
Curriculum Standards
- CCSS.ELA-Literacy.RST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CCSS.ELA-Literacy.RST.9-10.3
Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CCSS.ELA-Literacy.RST.9-10.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
- CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Instructions
- Engage students with the topic by asking them to answer 'yes' or 'no' to the following prompts silently in their heads. Do you:
- recognize both subtle and overt emotions easily (in themselves and others)?
- use the emotional information wisely?
- establish positive social relationships with others?
- avoid problems and altercations?
- end to further harmony and cooperation?
- Tell students that these are criteria used to measure and describe emotional intelligence. Write the term 'emotional intelligence' on the board and allow students to infer a definition.
- Begin watching the video lesson What Is Emotional Intelligence? - Definition & Explanation and pause after the section 'What Is Emotional Intelligence?'
- Refine your definition of 'emotional intelligence,' then ask:
- Why do we need to know and understand emotional intelligence?
- What do people who are emotionally intelligent use to identify and understand emotions?
- Next watch the section 'Levels of Emotional Intelligence.' With students, compare and contrast low and high intelligence.
- Watch the section 'Can Emotional Intelligence Be Learned?' and discuss:
- What steps can we take with our knowledge of EI?
- Watch the 'Lesson Summary' and then give them the lesson quiz to check understanding.
Activity
- Divide students into partner pairs.
- Give each group the topic of either 'high emotional intelligence' or 'low emotional intelligence.'
- Instruct each group to write a short scenario that demonstrates high EI or low EI, similar to the examples presented by the lesson.
- When students are finished, check their work then have them trade papers with another group.
- Instruct the new group to first determine if the example is for high EI or low EI, then to write a complementary scenario of the other. For example, if the team receives a paper with an example of low EI, they should re-write the same general circumstances with high EI.
- When all groups are finished, have them read both scenarios to the class. Discuss why scenarios are high or low using the criteria in the article.
Extensions
- Have students conduct further research on EI, including the debate on its legitimacy.
- Have students identify characters in books as having high or low emotional intelligence.
