Grade: K-2 Unit: Social and Emotional Learning Timeline: 4 Weeks

ESSENTIAL STANDARDS ADDRESSED IN THIS UNIT

LEARNING PROGRESSION

STUDENT-FRIENDLY LEARNING TARGETS

● I am learning to identify emotions that I am feeling and identify ways to calm myself when in a stressful situation. (Growth).

● I am learning to communicate my wants/needs appropriately with peers and adults. (Growth)● I am learning to recognize and label basic emotions and associate them with words, facial

expressions, and gestures. (Understanding)● I am learning to understand the connection between feelings and behaviors. (Understanding)● I am learning to ask for help from adults and peers in socially acceptable ways (Interaction)● I am learning to initiate positive interactions with other students most of the time. (Interaction)● I am learning to understand the differences between appropriate and inappropriate behaviors at

school. (Decisions)● I am learning to identify and demonstrate the ability to make responsible choices. (Decisions)● I am learning to recognize, with support, that different people may have different emotional

reactions to the same event. (Empathy)● I am learning to understand that my words and actions may have an impact on others.

(Empathy)

KEY ACADEMIC VOCABULARY

Behavior: how you conduct yourself.

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Emotions/Feelings: also called feelings - being happy or mad or scared. You feel them because of what you see, hear, remember, and do.

Empathy: the ability to understand how someone else is feeling or to understand the situation they are in.

Friendship: having a strong liking for and trust in another person.

DOK Questions

On-Going Standards

Intervention Plan

Intensive➔

Strategic -➔

Good to Go ➔

Instructional Plans Resources/Notes

Week 1

Many resources were found at Centervention

Extension of Learning:

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● Understanding and Managing Self: Emotions and Behaviors○ Day One: Emotions and Changes in Our Bodies:

Script: “Today we’re going to talk about emotions. Emotions are also called feelings. Sometimes when we feel different emotions, we feel changes with our bodies. For example, when you’re sad, your eyes may fill up with tears, and you cry. When you’re really excited, you can’t sit still – you just want to jump up and down. These are examples of how our body reacts to our feelings. What are some other examples you can think of? (Group discussion)

Let’s watch and listen to a song about our feelings. The Feelings Song from Centervention

Kindergarten: Students work with playdough to form faces representing the emotions from the video on laminated sheets of white paper that have a large oval on them. Blank Faces Templates

Grades 1-2: Script: That video shows how our body reacts to emotions! Do any of those things ever happen to you? *Group discussion * “Next, we’re going to do a fun activity where we get to act out these emotions and guess what emotion we think the person is acting out.”

Customize this for either working in pairs, small groups, or as a whole class where one person acts and the whole class will guess, it’s up to you!

Feelings Song Worksheet : Hand out role playing cards to the students that will be “acting” first, be sure to only give them half of the cards and save the other half of the cards for when they switch.

Verbal Directions: “The person that will be acting, these directions are for you. Turn your first card over and look at the picture and the emotion that’s written on the card. Think about how you can act that out and give it a try.

If you are guessing the emotion, these directions are for you. Quietly observe the person acting out the emotion, give them time to finish, and then give your best guess on what emotion they are acting out.”

Repeat until you get through the cards given, then switch so that others get to act out the emotions as well.

○ Day Two: Exploring Our Emotions:

(For grades 1 or 2)“Terrific work acting out how emotions might make our bodies react. Let’s take a few minutes to write about it.

*Hand out reflection worksheet *

“On the worksheet, I’d like you to pick one emotion and then draw a picture about how you react when you feel that way. You can also use the space to write about it.”

Additional Resources:

Books:

● Listening to My Body by Gabi Garcia

● Visiting Feelings by Lauren J. Rubenstein JD PsyD

Extension of Learning:

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Script: “How are you feeling today? I’m feeling happy because I had my favorite breakfast [pancakes] this morning.Sometimes we have a hard time finding the right words to describe what we are feeling.We all have feelings. Sometimes they are good feelings, and sometimes they might be bad feelings. It is ok to feel whatever feeling you are having any time.

Hand out the Feel-Wheel Worksheet

Now, I’d like you to take a few minutes and think: “How am I feeling today?” Am I feeling sad? Angry about something? Happy? Just blah/OK? Sometimes checking in with a friend or teacher and letting them know how you’re doing can make all of the difference. But sometimes, it’s hard to say how you’re feeling with words.

Today, we’re going to make Feel Wheels to make it easier to tell someone how you are feeling with emojis. Get out your Crayons and start by coloring in your emojis however you’d like.

Grades 1-2: Once you’re done coloring, cut out your wheel. Now I’ll pass out a clothespin to each of you. Ask students to write their name on the back of their Feel Wheel. (Help kindergarten do so). Pass out a clothespin to each student and ask them to clip it on the face that shows how they are feeling today. Allow each student to take a turn to tell how they feel and why.

○ Day Three: Connecting Emotions to Needs and Asking for Help

(Grades 1-2)Show students page 2 of the Feel Wheel activity page. Ask students to write about how they are feeling that day and to draw a picture to show what is making them feel that way.Talk about what we can do with our feelings.

“If I’m feeling happy, I can do something nice for a friend or make them laugh with a funny joke. I can spread that happiness.”

“If I’m feeling sad, what can I do to maybe make myself feel better?” (Ask students for some examples).

Extension of Learning:

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Script: Today we are going to watch a video of a story called, “Listening to My Body”. We are going to learn how to recognize sensations and feelings in our body that are connected to our emotions and learn some strategies to use when they happen at the wrong time.

“Listening to My Body”

Download the activity page that goes with this book from the author’s website for free,Listening to My Body Activity Guide

Kindergarten: Use the “Pay Attention to Your Body” page.

Grades 1 and 2: Use the “Pay Attention to Your Body” page, the “Feelings” page, and the “What Do You Need” page.

Give students time to work individually and allow time for a whole group discussion.

○ Day Four: Review Understanding and Managing Self: Emotions and BehaviorAsk students to name different emotions and act them out in charades. Talk about which emotions and behaviors can help them and/or others feel better and which can cause problems for them at school.

Next, draw numbers or names from a tub and have students come to the front of the room. Whisper an emotion to the student and have the student describe behaviors/associated with the emotion and let the students take guesses naming the feeling/emotion. You may want to model for them at the beginning.

Ask students to think about what others could do to help the person feel better if it is a negative emotion, or what others could do to share the emotion if it is a positive one.

○ Day Five: Culminating ActivityHang four pieces of chart paper sheets on the wall with an outline of a person’s body on each

Ask students to draw a picture of themselves doing something that makes them feel calm and loved and one that shows them showing care and kindness for themselves. (last 2 pages of Activity Guide for “Listening to My Body” on author’s website).

Day Four and Five Lesson ideas by Marissa Rex, M.Ed

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piece of paper.

Above each body outline, write a feeling word such as mad, sad, happy, scared or surprised.

Have students brainstorm ways to help each other with these feelings. Ask the following questions: How can we identify our own feelings? How can we express them in positive and healthy ways? How can we help others with their feelings?

Discuss as a group as you write each idea on the chart paper.

Week 2 ● Responsible Decision-Making

○ Day One: Appropriate vs Inappropriate Behaviors at SchoolRead the stories “Silly School” and “Super School” out loud to students and discuss the differences in the schools you read about. Decide which school is a better place to learn and talk about why.

Have students share ways they can be super students in the classroom and have the students act them out. Take photos of them as they act out each example and print them out later so they can be placed on a poster for the classroom.

Other ideas would be to print a book for the classroom and/or make a pdf “book” of the photos to show on a smartboard, if available.

The Silly School Book

The Super School Book

○ Day Two: Choosing Appropriate BehaviorsReview Silly School and Super School and the behaviors you learned about in each story. Look at the class book (either the hard copy/smart board copy, or poster) and review the super

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examples of behavior in the book/poster as a group.

Have students vote on 4-5 favorite super student behaviors and list them on the board. Assign a behavior/task to each table group and videotape them acting out the silly school version of the task (like working, packing up at end of day, talking with peers, etc.) and then have them model the super school version of the task.

Edit the video clips together as teacher homework.

Day Three: Choosing Appropriate BehaviorsAs a whole group, watch the video that the students made on Day Two. Have a group discussion on the differences in Silly School and Super School. Take a pledge to be a super student and help your school be a Super School.

Day Four: Helping Each Other With Appropriate BehaviorsWatch your video one more time. Pass out Helping Handprint Template.

Kindergarten: Students will draw a picture of one of the super behaviors they use in class to help.

Grades 1 and 2: Students will write or draw an example of a super behavior they use in class to help.

○ Day Five: Making Responsible ChoicesHave students move into a circle. Place a large bowl of water in the middle. Explain that the bowl of water represents the classroom. Then, add pepper to the water and explain that when people are mean to others, no one wants to be around them. Next, add one teaspoon of sugar

Lesson created by Marissa Rex, M.Ed.

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to the water and explain that being kind to others usually makes them want to be around you.

Watch the video of students acting in Silly School Ways and in Super School ways and discuss as a group which behaviors would make them more likely to have friends.

Week 3 ● Empathy

○ Day One: Recognizing Others’ FeelingsScript: “Let’s talk about our emotions -- our feelings -- today. Let’s help each other and make a list of as many different feeling words as we can think of. Raise your hand if you want to share a feeling word and we will write it on the board.”

Scaffolding may be necessary to help students think of several feeling words. Once your list has several words on it, select individual students by pulling sticks/numbers/names to come up to the front of the group where they can act out a feeling word that you will whisper in their ear from the list that the class created.

You may need to give hints or situational clues to help the students guess the feeling. Tell the students they are practicing recognizing feelings others have and being able to identify what those feelings are.

Grades 1 and 2: Pair students up and have them take turns acting out a feeling word from the list on the board for their partner to guess.

○ Day Two: Understanding How Others Feel Because of Our ActionsReview the feelings words from the list the class created yesterday. Tell students that you are going to talk about how to understand the feelings that other people may be having. Explain that understanding how others feel is called “Empathy.” Have the students repeat the word, “Empathy.”

Give students a few examples such as yelling “No!” at someone when they are asked to sit down could make the other person angry or upset.

Another example could be grabbing crayons out of someone’s hand might make the other person angry or upset, too. Sharing a ball or toy with someone might make them feel happy.

Support: Provide sentence frames and have students answer the questions for the scenarios. For example, “You

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Remind students that people who have empathy do not want to hurt the feelings of others. Tell students you are going to help them practice empathy by playing a game called, “How Did I Feel When You Did That?”

Randomly draw names and ask students how they or another person would feel in the following situations. It will be important to give students time to think and allow them to help one another if they get stuck. Make sure everyone gets a turn.

Provide honest feedback in a kind way, leading the students to a typical response feeling and why someone might feel that way. If the response is a negative feeling, you might wish to remind them it is important to say they are sorry for making the other person feel ________ and have the group practice that as well. “I’m sorry for making you feel _____.” Celebrate with the group when they complete the responses. (Great job! Way to make them feel better!)

At the end of the game, celebrate a job well done and remind students to be kind and do caring things for each other so everyone feels safe and happy at school each day.

Example scenarios for the game:1. You bumped into me in line and I fell down.2. You asked me to swing with you at recess.3. You cut in front of me in line.4. You didn’t have a red crayon when coloring so you took my red crayon without asking.5. You didn’t have a red crayon when coloring so you asked you if you could borrow mine.6. You invited me to come over and play with you after school.7. You said you didn’t want to play with me.8. I drew a really good picture but you laughed at it.9. I drew a really good picture and you said you liked it.10. I was playing in line and you told me to stop!11. I wanted to answer the teacher but you yelled out the answer before I could.12. I couldn’t tie my shoe so you asked the teacher to help me.13. You were playing a game with others at our table but didn’t let me play too.14. You were really hungry, so you pushed to the front of the line at lunch and I got pushed

back.15. You could see that I needed help with my work so you asked the teacher to help me.

bumped into me in line and I fell down.” Sentence frame: “I felt _____________ because _____________________.”

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16. I was crying when my mom left so you asked me to play with the legos with you.17. I sat in the wrong place on the carpet, so you pushed me and yelled at me to move!18. I couldn’t zip my jacket so you helped me.19. It was my turn to hand out papers, but you grabbed them from me and gave them to

everyone at our table.20. You gave me a hug when it was time to go home for the day.

Day Three: Showing Caring Support for Others’ FeelingsScript: Yesterday we learned how our behavior can make others feel. Do you remember what that is called? It is empathy.

Today we are going to talk about how someone feels when they are treated badly, and what we can do to help them feel better. For example, if no one plays with me at recess, how would I feel? What are some things you could do to make me feel better? Create a list on the board or on chart paper.

Let’s play “What if?”

Randomly select students to answer the following questions. Allow them to pair-share or talk over scenarios in table groups before answering. Have them name the feeling the student would feel and give examples of what they could do to help the student feel better.

Accept several answers of things they could do to help the student feel better. Give positive feedback for kind and caring responses. If a student answers negatively, discuss how that response could cause more problems and help guide them to a more positive response.

Scenarios:1. What if milk was spilled all over Juan’s clothes?2. What if someone stepped on Mary’s foot?3. What if Jackson’s paper tore?4. What if no one played with Malakai at recess?5. What if someone told Rita they didn’t like her?6. What if some kids laughed when Aiden answered a question?

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7. What if Jesus didn’t get to answer a question because someone else shouted out the answer before he could?

8. What if someone pushed Susan?9. What if someone called Maya a name?10. What if Kingston couldn’t find his pencil for math?

Have students draw a picture of something they could do to help a classmate feel better at school if they were upset because they couldn’t find their pencil or their crayons.

Grades 1 and 2: Have students write two sentences describing what they could do to help their friend feel better if they were sad or mad. Then have them draw a picture showing what they would do.

○ Day Four: Understanding My Own and Others’ Feelings Helps Us Get Along: Have students watch “Daniel Tiger’s Neighborhood” Season 04, Episode 09, “Someone Else’s Feelings - Empathy at School”. Educators can sign up for a free account on the Daily Motion website.

Daniel Tiger's Neighborhood: Someone Else's Feelings - Empathy at School

○ Day Five: Let’s Practice Empathy!Script: Let’s sing together as we “put ourselves in the other kid’s shoes!” And then, let’s play a game to see if we can recognize things we do or say that show empathy or don’t show empathy!Empathy Song on YoutubeThe Empathy Game #2

Week 4 ● Relationships

○ Day One: Making Friends And Keeping FriendsAsk students to tell you what a friend is. Make an anchor chart list of characteristics, qualities, and behaviors that make up a good friend such as kind, takes turns, plays with me, etc.

Day Two: Teaching Tolerance: Friendship Pizza Activity

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You may need to use sentence stems or use situational or context clues with kindergarteners to help them with behaviors or characteristics.

Have students watch “Do Unto Otters” to learn about what qualities make a good friend. After viewing, point out to the students any of the characteristics Mr. Rabbit mentioned that are also on the anchor chart list the students made previously.Do Unto Otters on Youtube

○ Day Two: Building FriendshipsBefore the Lesson: On colored construction paper cut green peppers, white onions, red pepperoni, brown sausage, tan mushrooms, and yellow cheese using the Pizza Ingredients Template. Use a large brown piece of poster board or butcher paper as the pizza crust. Obtain a cardboard pizza box from a local pizzeria.

Ask students, “Who likes pizza?” Tell students you are going to work together to build a friendship pizza full of tasty, kind ingredients and that it will fill everyone’s tummy up with good, warm feelings.

Discuss how “building friendships” is like making a pizza, but if you don’t add the right ingredients, it will make you feel bad. Discuss with students about what ingredients would make a friendship pizza taste best to them. What characteristics would they like to have in a friend?

Guide students by suggesting a foundation of “speaking kind words to each other” for the crust. Then take a large black marker and write those words on the round cardboard crust. Continue to cover the round, cardboard crust with friendly, accepting words the students offer as the foundation for a friendship. Explain that the foundation is the “MUST HAVE” part of the friendship.

Once the crust is complete, determine as a group what friendly and accepting actions the sauce is made of. Brainstorm together and write the actions in marker on the paper you are using for the sauce. Guide students through brainstorming friendly actions and words for the various pizza ingredients like “plays with me at recess” or “tells me I’m smart”.

After labeling the various ingredients with friendly actions and words, layer on the shredded

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cheese, titled “hugs and smiles.” Glue the toppings on the pizza and display in the classroom!

Day Three: Good Friends vs Bad FriendsGroup Discussion: Ask students if it matters how their friends treat them. Do they want to be around friends who are kind to them or friends who boss them around? How do they feel with friends who are nice and fun? How do they feel with friends who tell them what they can do or can’t do or who call them names?

Explain that if you are friends with people who are nice to you and make you happy, you will feel happy. If you are friends with someone who tells you not to play with someone else or not to be their friend, you will feel very unhappy, and you will make others unhappy too. Have students watch Bad Apple: A Tale of Friendship Read Aloud as an example of what you’ve been talking about. After reading the book, do a writing activity like “I am a good apple because…” and “A good apple never…”.

○ Day Four: Let’s Talk About Making Friends!Review the story of Bad Apple: A Tale of Friendship. Ask students the following extension questions using whole group discussion for kindergarten, and pair/share in grades 1 and 2 before sharing in the whole group.

Bad Apple Extension Questions:How was Will good for Mac? And how was he bad? Do you have a best friend? How did you pick him/her?

Days Four and Five: Lesson from “The Corner on Character Blog”.

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Is it easy to branch out and find a new friend?When there's a problem with your friend, who helps you decide what to do?

Have students draw a picture of themselves with a friend doing something they enjoy.

Grades 1 and 2: Have students write one sentence naming their friend and a second sentence describing their friend. Model for them by writing two sentences on the board.

○ Day Five: Friends Treat Each Other Kindly:Materials needed: Two apples

Ask students to give examples of hurtful behaviors that would not be healthy for a friendship. As they give examples, drop the apple, poke it with something sharp, bruise it with your thumb, etc.

With the other apple, ask students to name things good friends do for one another. Shine it with every suggestion. Then compare the two pieces of fruit. Ask students, “Which one would you want to eat for lunch?”

Cut a piece off of the battered fruit and you'll see brown spots. Pieces of skin might even be

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missing. Discuss the mistreatment that caused those bruises and how it damaged the apple. Set it aside and pick up the other apple.

Cut crossways into the shiny, polished apple and show students see beautiful flesh and the star in the middle. Next, cut the bruised apple crosswise as well and compare.

Both apples have a star on the inside, but one is shiny and intact, seemingly a healthier, better-tasting choice. Why?

What does that have to do with friendships and relationships? Process with your students that, like the star in the middle of the apple, we shine inside and out when we treat one another with dignity and respect.

Share apple slices as a snack afterwards with your students to remind them how sweet they can treat each other as friends.

ADDITIONAL RESOURCES: G.U.I.D.E. for Life ResourcesInstitute for SEL Distance LearningTrauma Informed SEL ToolkitTeaching Activities that Support G.U.I.D.E. for Life Personal CompetenciesG.U.I.D.E. for Life PodcastArkansas A.W.A.R.E PodcastSEL Integration Approach Teacher Self-Check ToolOnward: Cultivating Emotional Resilience

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Onward: Cultivating Emotional Resilience in Educators (Book and Workbook) - Elena Aguilar

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