Understanding Your Own And Others’ Feelings

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W 467Understanding Your Own and Others’ FeelingsJames Swart, Graduate Assistant, Tennessee 4-H Youth DevelopmentJennifer Richards, Assistant Professor, 4-H Youth DevelopmentMANAGEMENT OF APHIDS AND BYD IN TENNESSEE WHEAT1

Tennessee 4-H Youth DevelopmentThis lesson plan has beendeveloped as part of the TIPPsfor 4-H curriculum.Empathy and SympathyUnderstanding your own and other’s feelingsSkill LevelBeginner, 5th gradeLearner OutcomesThe learner will be able to: Understand how to appropriately expressdifferent feelings. Explain what feelings another person isexperiencing. Understand how to support others whenthey have particular feelings.Introduction to ContentIn this lesson, students explore emotions,both of themselves and others. They learnwhen and how to properly express certainemotions and learn how to help others dealwith certain feelings and emotions.If taught in sequence, this is the firstlesson of the fifth-grade TIPPS series.Educational Standard(s) Supported5.SL.CC.1Success IndicatorLearners will be successful if they: Correctly identify how to expresscertain feelings. List three ways to support someone whenthey are experiencing difficult feelings.Time Needed45 MinutesMaterials List White paper plates, one per student. Markers, colored pencils or crayons. A set of the “emotion faces” found at thelink in the supplemental information.3Introduction to MethodologyThis lesson uses acting and sharing as away for students to learn how to dealwith different emotions and feelings. Thelesson begins by having students identifydifferent emotions they could feel duringa day. Students then act out differentemotions and learn how to respond tothose feelings appropriately. The lessonincorporates a writing portion as well ascollaborative discussion among students.AuthorSwart, James, Graduate Assistant,Tennessee 4-H Youth DevelopmentPrepared using research based practices in youthdevelopment and experiential learning.W 467 Empathy and Sympathy2

Terms and Concepts IntroductionEmotion — Strong feelings about an event or activity.Prior to the lesson, print and cut out the emotion faces and place them on apaper plate. Bring one personal item that is special to you to the class.Tips for EngagementThis lesson deals withwhat could be a touchysubject for some students.It is important to stress thatno one has to sharesomething if they don’tfeel comfortable doing so.Setting the Stage and Opening QuestionsSay to the students while holding your personal item, “Today, I broughtsomething that makes me feel because . Can youthink of an item that you have at home that makes you feel a certain way?Close your eyes and imagine that you are holding it and looking at it.How does it make you feel?” Allow students to respond and then say, “Ok,now open your eyes. Did you see how quickly that feeling went away?This just goes to show us how we can experience a lot of differentemotions during a given day.”Show the students each of the emotion faces you brought to class, one at atime, and have the students identify what emotion that face portrays. Ask astudent keep a list of these emotions on the whiteboard.Say to the students, “By the end of class today, I hope that you will be ableto understand how to appropriately express different feelings, explainwhat feelings another person is experiencing, and understand how tosupport others when they are experiencing certain feelings.”ExperienceSay, “All right, who are my aspiring actors in the class? We just identified eight different emotions thatsomeone could experience during a given day, and now were going to see how well you can identify thosefeelings. I need eight volunteers who think they are a spot-on actor.”Select eight students to act out the emotions. One at a time, each student should come to the front of the class,select one of the eight emotions from the emotion faces, and silently act out the emotion. The remaining studentsin the class will then try to guess what emotion the person is displaying.After each of the emotions has been acted out, pass out a white paper plate to each student and say, “Now, it’syour turn to create your own emotion face. You can pick one of the eight emotions we listed earlier, or youcan choose a different emotion. Take some time to think about the emotion you want to draw, and thendraw your emotion face on the front of your plate.”Allow students time to complete their emotion face on their plate.W 467 Empathy and Sympathy3

ShareAfter students complete their emotion plate, have the students sharetheir drawing and what emotion it depicts.Life Skill(s) from TIPPsfor 4-H5th GradeProcessWrite the following sentence on the white board, or display itsomewhere in the classroom: “I feel when andI deal with it by .”Say, “We all identified several different emotions. Now I want youto think: When do you typically feel that emotion? How do yourespond to it? On the back of your plate, fill in the blanks of thissentence. I feel (your emotion) when (this happens) and I deal withit by (blank).”Express one’s feelingsappropriately and inproportion to circumstances.(Health)Recognize emotions in others;be sensitive to what othersneed or want. (Health)Participate in 4-H clubmeetings by saying pledges,completing activities, andbeing engaged. (Head)Use good manners. (Heart)GeneralizeAfter students complete the writing activity, ask if anyone feelscomfortable sharing what they wrote. If students feel comfortable,allow them to share.ApplySay to the students, “Today, we identified several different emotions and how we deal with those. As afinal activity, we are going to go around the room and each person will pick an emotion that we havecovered today and come up with a potential situation that you would feel that emotion and share withthe class.”Allow students to complete this activity, and offer suggestions if someone suggests a non-positive way ofdealing with that emotion.W 467 Empathy and Sympathy4

Supplemental InformationEducational Standards Met5.SL.CC.1 Prepare for collaborative discussions on 5th grade level topics and texts; engage effectively withvaried partners, building on others’ ideas and expressing their own ideas clearly.Emotion Faces — -Face-Templates.pdfW 467 11/17 18-0112 Programs in agriculture and natural resources, 4-H youth development, family and consumer sciences, and resource development.University of Tennessee Institute of Agriculture, U.S. Department of Agriculture and county governments cooperating. UT Extension provides equalopportunities in programs and employment.

Empathy and Sympathy Understanding your own and other’s feelings . Skill Level Beginner, 5th grade . Learner Outcomes . The learner will be able to: Understand how to appropriately express different feelings. Explain what feelings another person is experiencing. Understand

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