Topic: MANAGING EMOTIONS

Navigating Life: Social Academic Intervention Group (SAIG) High School Level PBIS TIER 2 Topic: MANAGING EMOTIONS

Learning Intention:  We are learning how to manage our emotions by identifying physical cues, connected to our bodies

Success Criteria:  We know we are successful when we can identify physical cues to emotions  We know we are successful when we can identify what happened to cause our body cues  We know we are successful when we can identify the word(s) that describe how we are feeling  We know we are successful when we can identify a positive or pro-social response to our feelings

Materials for Activity:  Large post it paper/easel/chalkboard/whiteboard  Markers/Chalk

Standard Circle Set-Up:  Chairs in a circle (preferable without desk attached)  Center Piece in center of circle  3-4 talking pieces laying around the center piece  2-4 Copies of Shared Agreements: Listen with Respect, Speak with Respect, Assume Good Intent, Confidentiality (see last page of lesson)

Group Procedure

Welcome Greet students, get in circle. If needed, seat students strategically. Notice how the group is doing today (e.g. high or low energy, high or low motivation). If needed, remind students of the shared agreements. You can ask a student to volunteer to read them or read them yourself.

Ice Breaker Mr. Yuck Face is a bright green sticker to warn kids of poisonous liquids. What food or beverage would you put a yuck face sticker on (i.e. something you don’t like)? *Try to choose the first person that volunteered. *If he/she begins speaking without a talking piece, remind him/her to choose one. *If he/she does not pass it to the left when done, remind him/her to do so. *Remember who started so you know who will be the last person to speak.

Prior Week Reflection Pass out the prior week CICO rubric. Have students reflect on their performance by stating: Let’s take some time to review our goal for the week. Take some time to determine if you achieved your goal, what worked, and what didn’t work so well. Then we will send the talking piece around for everyone to share. After a minute has passed, assess group to determine if everyone is ready to start. Then ask: who would like to start? *Try to choose the first person that volunteered. *If he/she begins speaking without a talking piece, remind him/her to choose one. *If he/she does not pass it to the left when done, remind him/her to do so. *Remember who started so you know who will be the last person to speak.

Topic of the Week Today we are going to talk about managing our emotions. Inspiring Word “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” -Maya Angelou

Lesson Emotions can vary from big to small. A situation can make one person feel one way and another person feel totally different. Emotions can usually be identified by tuning in to what is going on in your body. These cues help you know how you are feeling. Sometimes our emotions can get so big it is hard to know WHAT TO DO WITH OUR emotions. Today we will talk about positive or pro-social ways to manage our emotions. We are going to start today discussing a time when you felt a REALLY BIG EMOTION. *If the trust level is not high enough for this level of disclosure, feel free to have the students get into groups of 2 or 3 to answer the all questions in the lesson and have the group come together for the “Activity to Practice.” *Facilitator may want to whiteboard/chalkboard/poster paper to write out our 4 Steps to Understanding Emotions. 1)Physical Cues 2) What Happened? 3) Feeling 4) Response

 Thinking about our stories, we will now go through our 4 Steps to Managing Emotions as we tell our story. First, what were the physical cues or what was happening in your body?

 Now we will go around and identify, what happened, what action caused your body to react this way?

 Third, what would you call the feeling (or feelings you felt)?

 And finally, what was your response to the feelings and event? How did you express your feeling? Go around sharing your response. What did you do? How did you express your feelings?

 Our responses to events have positive consequences or negative consequences. Some situations or events may have both positive consequence AND negative consequences. Positive consequences are defined as helpful, healthy or repairing. Negative consequences are defined as unhealthy, harmful or hurtful. Using the same personal stories, let’s share out the positive consequences or negative consequences that resulted from your response. Facilitator may want to write down the positive consequences and negative consequences that students share out.

 It is important to remember that our bodies and our feelings are telling us that we either: a) Like what is happening and agree with it b) Do not like what is happening and do not agree with it Usually, the more we like or DISLIKE a situation, the greater or bigger our feelings and reactions. Our response is our outward expression of what we think and feel about the situation. As young adults and adults we need to think about how we respond to situations. Why is HOW we respond to situations important? Go around sharing out on why HOW we respond is important. Students should begin making the connection between responses that elicit positive consequences and responses that elicit negative consequences.

Activity to Practice Skill Now that we have discussed the 4 Steps to Managing Emotions (physical cues, what happened/event, feelings and response- including the positive and negative consequences), let’s talk about one final example to put all of these skills and ideas into practice. Can someone share an example situation or event? Student(s) share event. Facilitator may want to write down the example situation as a reference for the circle. In addition, you may write down feelings, responses, and positive consequences as students share them.

 First let’s go around and discuss what we think our bodies would be doing if this was happening to us. Go around sharing physical body cues.

 Second, can someone identify what happened or the key event that is causing this reaction in our bodies. One student shares out. Circle comes to a consensus on what happened.

 Third, let us go around and identify the feeling or feelings we might be feeling. Go around sharing feeling words.

 Last of all, let us go around and share our response to the situation and why we believe it will result in a POSITIVE CONSEQUENCE. Go around sharing responses and the positive consequences that will result.

Check-In Check-Out Rubric Pass out new weekly CICO rubric. Have students make a new SAIG driven goal for the upcoming week. (SAIG driven goal idea: what physical cue do you experience most? What can you do to be more aware of this physical cue in the upcoming week? What new response could you practice when you notice your body’s cue?)

Closing Circle Question Think back to Maya Angelou’s quote: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Share something someone did to/for you that you will never forget. How did this make you feel? Student Agenda Topic: Managing Emotions Welcome Shared Agreements

Ice Breaker Mr. Yuck Face is a bright green sticker to warn kids of poisonous liquids. What food or beverage would you put a yuck face sticker on (i.e. something you don’t like)?

Prior Week Reflection Take some time to determine if you achieved your goal, what worked, and what didn’t work so well.

Topic of the Week Today we are going to talk about managing our emotions.

Inspiring Word “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” -Maya Angelou

Lesson  Share a time when you felt a REALLY BIG EMOTION.  4 Steps to Managing Emotions: 1)Physical Cues 2) What Happened? 3) Feeling 4) Response  What where the physical cues or what was happening in your body?  What happened, what action caused your body to react this way?  What would you call the feeling (or feelings you felt)?  What was your response to the feelings and event? How did you express your feeling?  Share the positive consequences or negative consequences that resulted from your response.  Why is HOW we respond important?

Activity to Practice Skill  Share an example of a situation or event.  What would your body be doing if this was happening to you?  Identify what happened or the key event that is causing this reaction in your body  Identify the feeling or feelings you might have  Share your response to the situation and why you believe it will result in a POSITIVE CONSEQUENCE.

Check-In Check-Out Rubric What physical cue do you experience most? What can you do to be more aware of this physical cue in the upcoming week? What new response could you practice when you notice your body’s cue?

Closing Circle Question Think back to Maya Angelou’s quote: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Share something someone did to/for you that you will never forget. How did this make you feel?