Grade 4WellnessLesson 1 June 19th, 2017 Adam Hebert

SWEET EMOTION (50 to 60 Minutes)

Outcomes: SCO 2.1: Describe a range of emotions - primary emotions
(happy, sad, angry, fear, disgust, embarrassment and
surprised): what they look like, how they feel, how they are
physically expressed.
SCO 2.3: Recognize expression of feelings in others
primary emotions (happy, sad, angry, fear, disgust,
embarrassment and surprised); empathy.

Learning Target I can describe emotions like: Happy, Sad, Angry, Fear,
ObjectivesI Disgust, Embarrassed and surprised.
Can I can get an idea of how people are feeling by looking at their
Statements: facial expression, body language and actions.
UDLCross- Students will brainstorm their thoughts and opinions together
Curricular: and will have the opportunity to share with the entire class
(Literacy - Speaking and Listening)
Students will have the opportunity to illustrate emotions (Art)
Students will non-verbally act out, or represent, emotions
(Drama)
Students will have the opportunity to show what they know
through written reflection (exit slip) as well (Literacy
Writing)
Phase 1: Student Action: Students will gather at the front of the room.
Warm- Students may laugh at the teachers actions. Students will hopefully
Up/IntroWhat ask why you are sad. When the teacher asks question or makes
is Emotion inferences, students will raise their hands to speak and answer. With
an elbow-buddy come up with a way to describe emotions.

Teacher Action: Teacher will come to the front and act very over-
the-top sad. If students ask what is wrong, or appear as though they
wont ask, stop and ask the students how they can tell you were sad,
or how you seemed to be feeling at that time. In conference with the
students, explain that the way you were acting, body language,
actions, voice, and behaviours could tell them you were sad. Explain
(10-15 Minutes) that sad is an example of an emotion. Get the students orally
brainstorm other emotions and record them on the white board. Have
students do a think-pair-share with and elbow buddy and have them
try to come up with a definition for emotions (Ideal definition (Lions
Quest p.33): Emotions and feelings are both names for the emotional
and mental reactions people have to the world around them and that
they may use both words interchangeably).
Phase 2: Main Student Action: Students will rejoin their elbow buddy and, with
Opening their worksheet, come up with a second emotion for each facial
Emotion expression. Those who finish early may list other emotions (draw
Perception in them as well if they wish). Come together as a class and share what
Others they have found. If comfortable, share ones own experience with
perceiving the emotions of others.
(10 Minutes)
Teacher Action: Have students rejoin their elbow buddy and work on
Emotion Identification sheet together. Remind students not to come
up with synonyms, have them find a different emotion one might be
experience (ex: maybe someone is not nervous, maybe they are
worried). After 5 minutes or so, regroup and have students share
what theyve found. Add new emotions to the white board (add any
obvious emotions that could be missed. Explain that it is possible to
think some one might be experiencing one emotion but, in reality, is
experiencing another. Use an example of a groups work on the
Emotions Worksheet and even invite students to share their own
experience with this.
Phase 3: Main Student Action: Students will create a gigantic circle. When the
Activity teacher calls out an emotion from the whiteboard, students will do
their very best to show what this might look like without verbalizing
anything. Focus of expression as well as body language. Participate in
class discussion.

Teacher Action: Have students form a large circle and stand in the
middle. One at a time, call out some emotions that are listed on the
(10 Minutes) board and have all the students show you these emotions. Comment
on body language and facial expressions and point out the great
performances (if you feel comfortable with the class and their
ability to win/lose, you can offer small prizes to those whose silent
action is the most believable). Ask students why they think theyre
doing a good job at representing the selected emotion. You can get
them to make connections with real life and how they acted/looked
the last time they felt this way. Do this for 5 to 10 of the emotions
that are listed.
Formative Remind students not to be shy and to show this using only
Assessment body language.
Circulate: Check for understanding, take anecdotal notes.
Ask the questions offered throughout the lesson.
Phase 4: Wrap- Student Action: Participate in group discussion, sharing thoughts and
up/Closure personal opinions. Complete exit slip.
 Closing Teacher Action: Have students sit and meet in a circle. Ask them
Discussion why they think we have done all this? Ask students:
Why is it important that we can recognize emotions in others?
(15 Minutes) Why is it important we recognize our own emotions?
Ideal responses: If we recognize the emotions of others, we can
understand what they are going through and how you might be able to
help. If we recognize our own emotions we can better understand the
reason, and help ourselves deal with the emotions in the best possible
way. Explain exit slips and have students complete them.
Summative Assess work sheets and written responses.
Assessment

APPENDIX A

Emotions

Happy Surprised Mad/Angry Scared Sad

or or or or or

____________ ___________ ____________ ____________ __________

APPENDIX B

Exit Slip

1. Why do you think it is important to recognize emotions in others?

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2. Why do you think it is important to recognize emotions in yourself?

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3. What is something you can do when you recognize yourself feeling unhappy (sad or mad, or
frustrated) that might help you overcome and deal with that emotion?
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 SWEET EMOTION (Part 2) By: Adam Hebert
Outcome: SCO 2.2: Identify strategies for regulating emotion
reactions.
Learning Target I can demonstrate stop-opt-go in a given situation.
ObjectivesI
Can
Statements:
UDLCross- Students will create a skit in groups to present to the class
Curricular: (Drama)
Students will write a script (Literacy Writing)
Students will share their thoughts and opinions with an elbow
buddy, and the class (Literacy Speaking and Listening)
Phase 1: Student Action: Participate in opening discussion, reflecting on
Warm- learnings from the previous lesson. Raise hand when willing to share.
up/IntroBrief
Review Teacher Action: Have students gather at the front of the room and
ask them what they took away from the last lesson on emotion.
(5 Minutes) Sample prompting questions:
What are some noticeable signs that someone may be
experiencing a particular emotion?
What is body language?
What is facial expression?
Why is it important to recognize emotions in others?
What about in yourself?
Explain that regulation emotions is our aim for today and display I
Can statements.

Phase 2: Main Student Action: Think of a time they have experienced unpleasant
Opening emotions and discuss it with an elbow buddy. Try to think of a time
Introducing where they handled it well, and a time that could have been handled
Stop, Opt, Go better.
Listen and participate to presentation. Offer personal opinions or
experienced when invited.

Teacher Action: Ask students to think of a time where they have

been very upset (angry, sad, frustrated, hurt). Have students do a
think-pair-share with an elbow buddy. Ask them to come up with a
time where they think they handled the situation well and a time
(20 Minutes) where they maybe didnt handle the situation so well.
Note: It is okay for students to not want to share certain things. It
is important that you dont force them to. If this is the case,
 encourage them to think of a different time that they might be more
comfortable sharing.
Have students volunteer to share these experiences with the class.
You may have short discussions around them deciding whether it was
handled well or how it could be handled better.
Explain that we are going to learn a strategy today that can be
helpful for moments where we are experience extreme negative
emotions: STOP OPT - GO!
STOP, OPT, GO:
1. STOP: Take a second and think
2. OPT: Brainstorm your choices. Some are better than others.
Think of as many options as you can!
3. GO: Choose which option helps you manage your emotions and
behaviours the best and use it!
Teach this strategy to students using a large stoplight as a visual.
(Red is stop, yellow is opt, and green is go).
Ask for a student volunteer and model this short skit:
Teacher: Character 1
Student: Character 2
During lunch, character 2 accidentally knocks character 1s chocolate
milk all over their brand new white shirt! As character 1 verbally
Stop, Opt, and Go. Say: Im taking a minute to think, I am not going
to react right away. Now, Im going to opt and brainstorm some
options (ask students to brain storm options) you may even suggest
some bad decisions. Choose as a class what option is best and go
through with it.
(Note that in real-life I probably wouldnt verbalize stop-opt-go, but
in order to demonstrate this to the class it is necessary).
Phase 3: Main Student Action: Listen to the teachers instructions. Get into
Activity assigned groups and look over documents that have been handed to
Creating the them. Create a very short skit based on the scenario where stop-opt-
Skit go is verbally demonstrated.
Perform skit and watch the skits presented by other groups. Offer
(25 Minutes) input when invited.

Showing the Teacher Action: Explain to students that they are going to create
Skit their own skits similar to that one, where they are going to act a
scenario where one might use stop-opt-go, and verbally show the
(25 Minutes) class how they might use this strategy to solve the issue in the best
possible way. Put them into pre-selected groups of 4 and hand them
one of the scenario slips and the checklist (see Appendix C, and D).
Circulate and assist while students while they plan their skit
 Have students present the skit to the class and have a short group
discussion following the presentation of each group. Sample
questions:
Did they stop?
Did they Opt?
Did they Go?
What else could they have done?

*Performances may have to be done in a separate block of time. This

lesson can carry over into another day
Formative o Following each group have a brief discussion with the class
Assessment o Circulate during planning: Check for understanding, help move
students along, taking anecdotal notes
o Evaluate performance and discussions following performances
(dont focus on acting ability, focus on content)
Phase 4: Wrap- Student Action: Complete stop-opt-go worksheet.
up/Closure
Closing Teacher Action: There is a brief wrap-up following each
Discussion performance. Other than that, congratulate students on their
performances, and demonstrations of stop-opt-go. Hand out
(10 Minutes) worksheet and have students complete them.

Summative o Stop-opt-go work sheet

Assessment
Appendix A

Scenarios

1. A student is playing basketball with friends outside at recess. Nobody will pass him/her
the ball. He/she is very frustrated.
2. A student shows up to class only to learn that there is a test first thing! The student had
forgotten that it was today and they are likely to fail.
3. Two friends are playing marbles on the playground. Some younger students are playing
soccer nearby. Though, they both want to play their own games, the soccer ball keeps
getting accidentally kicked towards them and it ruins the marble game. It happens 3
times in 5 minutes.
4. Student 1 lends student 2 their bike. Student 2 crashes the bike. Student 2 isnt injured
but student 1s bike has a broken front wheel.
5. A group of friends tries out for the school baseball team. Everyone but one student
makes the team.

Appendix B

Checklist
Our skit
presents the problem.
demonstrates how to use stop-opt-go
Demonstrated stop-opt-go verbally
Included everyone in our group
Appendix C

Name: ____________________________ Date: _______________________________

Stop:

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Opt:

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Go:

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