Sharon has an Masters of Science in Mathematics and a Masters in Education
After this lesson, students will be able to:
- define 'emotion'
- explain the relationship between the brain and emotions
- describe how and why emotions are important for human survival
- identify and discuss ways to express emotions non-verbally
1 - 1.5 hours
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.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
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.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Video lesson Introduction to Emotions
- Strips of paper with different emotions written on them
- Chart paper
- Emotional intelligence
- Non-verbal communication
Warm-Up and Preparation
- One to two weeks before this lesson, have students make a chart in their notebooks titled 'Emotions' and with columns labeled 'Emotion,' 'Time of Day,' 'Circumstances,' and 'Coping Strategy.' Have them label the rows with the days/dates for the week.
- Explain each component to students, first by brainstorming a list of possible emotions they may feel, then by explaining that 'Circumstances' refers to what is going on when they feel the emotion and that 'Coping Strategy' refers to how they handle the situation.
- Walk through one or two examples, if necessary, then tell students to track their emotions in the chart for the specified time period.
- Start class by having students take out their charts and briefly review, then break students into small groups to share. Remind students of proper peer support and conversation protocol, if desired.
- Have groups write each emotion they had and tally. How many times were students angry? How many times were they happy? Fearful?
- Share answers as a whole group, then briefly discuss some coping strategies. How did students handle these emotions?
- Start the video lesson Introduction to Emotions and pause at 2:29.
- Define 'emotions' and 'emotional intelligence' together and discuss what happened to Phineas Gage. Why may his emotions have changed? Do students ever feel like their emotions and how they handle them are changing?
- Resume the lesson and pause at 3:36. Discuss:
- What role does the amygdala play in emotions?
- What are some examples of how emotions help us survive as humans?
- How can emotions help us feel we have worthwhile lives? Why is this important for survival?
- Have students look back at their charts and identify emotions that helped them survive. Give them time to discuss in small groups.
- Play the remainder of the lesson and host a whole-class discussion on the last several questions from the lesson.
- Now play 'Non-verbal Communication Charades' by giving one student a slip of paper and having them act out the emotion. When identified, have the next student take a turn. See how long it takes to identify all forms of non-verbal communication.
- Take the lesson quiz together to check understanding.
- Ask groups to return to their charts from warm-up and focus on the coping strategies they used.
- Have groups identify each strategy as helpful, non-helpful, hurtful or neutral. For example, if Susan was afraid Tommy had lied to her so she called Tommy a name, the response is likely hurtful. If instead Susan talked it out with Tommy, the response is helpful.
- Instruct groups to categorize ten instances, with at least one from each group represented.
- Now have groups re-write these onto chart paper. For each non-helpful, hurtful or neutral experience, have them brainstorm a better way to handle the emotion and record.
- When groups are finished, have them share their charts. Discuss:
- How does knowing how the brain and emotions work together help you better cope with your feelings?
- What can we do to be more aware of our feelings and increase our emotional intelligence?
- Have students start another emotions log and compare/contrast to the first one in a few weeks.
- Teach students about emotional intelligence and work on strengthening and applying concepts.
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