Topic: Emotional Intelligence By: Laura Crandall Grade level: University level

Theme/Strand: Beyond Monet

Universal Design for Learning Representation 2.5 Illustrate through multiple media. The information from this presentation is given both through a PowerPoint and in a handout. 3.1 Activate or supply background knowledge. This is done through the APK activity. Emotional intelligence has already been mentioned in class before, so everyones knowledge of it can be triggered with a couple questions. 3.2 Highlight patterns, critical features, big ideas, and relationships. This lesson deals with the relationship that people have with their emotions. How emotions can be handled by different people. Action and Expression 5.3 Build fluencies with graduated levels of support for practice and performance. Each group will be performing a skit, and I will be circling during this time to help and give support to any group that needs it. 6.2 Support planning and strategy development. Each group will be planning a different skit. The act of planning while creating these skits is of course necessary.

Outcomes GCO: To develop an understanding of emotional intelligence. SCO: To develop an understanding of what emotional intelligence is, why emotional intelligence is important, and the effects of emotional intelligence. SWBAT (in student friendly terms): SWBAT demonstrate an understanding of how emotional intelligence can affect everyday lives and situations.

Required Materials, Tools and Technology Handout (one copy per student) PowerPoint

Assessment (formative/summative, self/peer) What prior data is informing your instruction? The knowledge that everyone processes and handles emotions differently. Some individuals are more capable of handling how they those emotions affect their behaviour. What assessment strategies will measure the learning from the outcomes? The assessment will be done using observational assessment. Each group will be require to act out, or at least share, their scenario with the class. During this sharing session their understanding of emotional intelligence will become apparent.

Special Concerns The activity require the highest level of Blooms Taxonomy: creation. My only concern is that a group may have difficulties in creating a scenario during the activity.

Differentiation Different multiple intelligences are engaged during this lesson. They are: Interpersonal Intrapersonal Verbal-linguistic Kinesthetic Multiple explanations will be used, and through different mediums.

Timeline / Elaboration Before (APK) 5m Focus Question Open up the presentation with a few questions to form a short discussion. Has anyone ever met someone who clearly did not act their age? Did this person seem to act older or younger? What does that have to do with emotional intelligence? These questions will function as a type of assessment for learning. Everyone will have to draw on any knowledge they already have of emotional intelligence. During 15-20 m 1. Pass out a handout. This handout has all the information about emotional intelligence. 2. Show a short PowerPoint on emotional intelligence. The information from this PowerPoint is in their handouts. Tell everyone that they can follow along in their handouts if they wish. This portion of the lesson will be in a combination of lecture and popcorn discussion style. I will discuss with everyone what emotional intelligence is, what emotional

In-Class Support Any support will be done while working on the activity. If a group is having difficulty then I can assist with any ideas, or clarify any issues. I will be the only in-class support.

Cross-curricular Connections This topic is applicable in all subjects. Fostering high emotional intelligence in students can be a goal in every classroom.

Reflection I found this lesson plan to be much easier to work with than the one we had last semester. The UDL component was easier

Engagement 7.2 Optimize relevance, value and authenticity. The activity is very relevant to the material being learned. Everyone will have both students and coworkers who exhibit a wide range of emotional intelligences. 8.3 Foster collaboration and communication. This is done during the activity. The skits cannot be completed if there is no collaboration or communication. 9.3 Develop self-assessment and reflection. The experience of reflection will happen during the discussion moments. Learning about emotional intelligence tends to automatically cause a person to reflect on their own emotional intelligence.

intelligence means for an individual, and why it can be so important. 3. My discussion of the material will be done in a manner that invites anyone to add in their thoughts. Anyone can chip in to add something if they wish. 4. Next, divide everyone up into equal groups if they are not already. 5. Have each group create a role play/skit scenario about emotional intelligence. Assign each group different criteria for this activity. All groups will have to create a role play in an educational setting. However, each group will be given an emotional intelligence to incorporate. Some groups will be assigned to create a role play where one of the characters is demonstrating high emotional intelligence, and other groups will portray a character with low emotional intelligence. 6. Do a check for understanding. 7. Each group will be given up to 7 minutes to create their scenario (although they probably will not need that long). 8. Upon completion each group will act out their skit for the class. They will have the option to come to the front of the class, or to simply act it out at their table. These skits also act as an assessment as learning exercise. By creating these skits everyone will be analyzing what they know about emotional intelligence. Opportunity for individual/small group instruction This occurs during the group work on the role play scenarios. I will circle around each table and discuss any extra questions that may have arisen about emotional intelligence. After 2m If there is time end with some quick discussion. Ask if everyone will take emotional intelligence into account when they are teaching. This can act as a quick assessment of leaning. Students can share what they have learned and show understanding towards the importance of emotional intelligence. Thank everyone for their wonderful skits. Also, make sure to compliment any spectacular acting. Thank everyone for their attention.

to work with than I thought it would be. Once I found out about how to use the checklist the UDL component became easier to complete. The checklist is an incredibly efficient way to organize the UDL section. I also enjoyed creating this lesson on emotional intelligence since it has been awhile since I have read about this topic. I consider it to be a very important part of education since emotions are so important in how people go about their lives. Emotions are so apart of everything we do, which is why I think it is a good topic to appear in Tribes.