CoverAcknowledgements IntroductionPERMAExperiencing GratitudeExperiencing Gratitude - Novice HighExperiencing Gratitude - Intermediate MidResilienceResilience - Novice HighResilience - Intermediate MidActive Constructive RespondingActive Constructive Responding - Novice HighActive Constructive Responding - Intermediate MidServiceService - Novice High Service - Intermediate MidGoalsGoals - Novice HighGoals - Intermediate MidExpressing GratitudeExpressing Gratitude - Novice HighExpressing Gratitude - Intermediate MidPerseverancePerseverance - Novice HighPerseverance - Intermediate MidKindnessKindness - Novice HighKindness - Intermediate MidVolunteerismVolunteerism - Novice HighVolunteerism - Intermediate MidHopeHope - Novice HighHope - Intermediate MidCharacter StrengthsOverviewOverview on Character Strengths - Novice HighOverview on Character Strengths - Intermediate MidAppreciation of Beauty and ExcellenceAppreciation of Beauty and Excellence - Novice HighAppreciation of Beauty and Excellence - Intermediate MidTeamworkTeamwork - Novice HighTeamwork - Intermediate MidLove of LearningLove of Learning - Novice HighLove of Learning - Intermediate MidKindnessKindness - Novice HighKindness - Intermediate MidHonestyHonesty - Novice HighHonesty - Intermediate MidSelf-RegulationSelf-Regulation - Novice HighSelf-Regulation - Intermediate MidCuriosityCuriosity - Novice HighCuriosity - Intermediate MidSpiritualitySpirituality - Novice HighSpirituality - Intermediate MidCreativityCreativity - Novice HighCreativity - Intermediate MidMindfulnessOverviewOverview - Novice HighOverview - Intermediate MidMindful PeopleMindful People - Novice HighMindful People - Intermediate MidGrieving MindfullyGrieving Mindfully - Novice HighGrieving Mindfully - Intermediate MidPerfectionismPerfectionism - Novice HighPerfectionism - Intermediate MidThe Five SensesThe Five Senses - Novice HighThe Five Senses - Intermediate MidConnecting to the PastConnecting to the Past - Novice HighConnecting to the Past - Intermediate MidSelf-CompassionSelf-Compassion - Novice HighSelf-Compassion - Intermediate MidPerspectivePerspective - Novice HighPerspective - Intermediate MidHandling Strong EmotionsHandling Strong Emotions - Novice HighHandling Strong Emotions - Intermediate MidMindful RelationshipsMindful Relationships - Novice HighMindful Relationships - Intermediate MidMindful LearningMindful Learning - Novice HighMindful Learning - Intermediate MidCultural MindfulnessCultural Mindfulness - Novice HighCultural Mindfulness - Intermediate MidSelective AttentionSelective Attention - Novice HighSelective Attention - Intermediate MidAnnotated Bibliography

Handling Strong Emotions - Intermediate Mid

Lesson Information

Positive Psychology Learning Outcomes

Students will...

  1. recognize and label emotions.
  2. track emotions for one week.

Language Learning Outcomes

Students will...

  1. listen for and identify the main idea.
  2. learn vocabulary necessary to express emotion.
  3. communicate in simple conversations.

Materials Needed

Overview

Ask the following questions: 

  • What are some examples of emotions? Make a list on the board
  • Can you feel more than one emotion at the same time? 
  • What emotions have you felt at the same time? (Ex: I was sad when I left home, but I was excited to come to the United States).
  • How do you deal with your emotions?

Activate Background Knowledge

Speaking prompt: Give students one minute to think and prepare and one minute each to speak about this with a partner. 

Think about a time when you were very angry.  

  • How did you handle it? Describe your reaction and behaviors.
  • How would you like to process anger in the future?
  • What are some healthy ways you manage your anger?   (Ideas may include: breathe deeply, take a break, go for a walk, think before speaking, take a shower, write about it, etc.)

After students have had a chance to speak for one minute on this topic with a partner, ask some students to share with the class what their partner said.  

Activity 1: Listening

  • Give students the following questions before watching the following video:
    • How do emotions help us? 
    • How do we change our emotions? 
    • How can emotions hurt us?

Alfred & Shadow - A short story about emotions (education psychology health animation)

https://youtu.be/SJOjpprbfeE  

Activity 2: Vocabulary

Give each student a copy of the emotion wheel or have one available for them to refer to The Gottman Institute The Feeling Wheel.

Discuss the emotion wheel as a class. 

Have each student identify 3 words on the emotion wheel that are unfamiliar to them and write the words on a notecard or in their notebook.  

Give students time to look up the words on the internet or in a dictionary and become familiar with their meaning and usage.  Have students write a definition and example sentence for each of the 3 words they selected.

Activity 3: Speaking 

In groups of 3, have students explain their words from activity 2. 

Students should take notes about new words they learn as they listen to their group members

Activity 4: Listening

Watch a clip from the video “Name it to Tame it: How to Process Emotions.” (stop at 7:27)

Name It to Tame It: How to Process Emotions 1/30

https://youtu.be/zoCiHlFjo04 

Create 5 “I feel…” sentences.  (You could use The Feeling Wheel to give students examples of emotion words.) Add an explanation to the sentence by saying why or when this feeling is present. For example, “I feel frustrated when my brother interrupts me while I am talking”, or “I feel excited because I have a fun weekend planned.”

Here are three things to remember when using I feel statements.  

  1.  For example, you could say, “I feel frustrated”, or “I feel excited.”  Do not use like or that after feel such as, I feel like everyone is against me, or I feel that everyone here is smarter than I am.  Like and that are not words that describe an emotionThe words on The Feeling Wheel are good examples of emotion words. 
  2. Be as specific as possible.  The more specific we are, the more power we have to resolve the emotions. The farther out you can go on The Feeling Wheel the better!
  3. Do not turn an emotion into your identity by saying, “I am…”   Remember, feelings are temporary and change (like the weather).  Feelings do not determine who we are.  

Discuss as a class the advantages of naming our emotions.   

Activity 5: Meditation

Have students listen and follow along to this meditation video:

The STOP Practice

https://youtu.be/EiuTpeu5xQc 

Homework

Record emotions every day at a preferred time for a week using the emotion tracker worksheet.

Emotion Tracker

Follow-Up

Watch the following video (stop at 3:00).

STOP being afraid of emotions: 3 STEPS ON HOW NOT TO BE AFRAID OF FEELINGS

https://edtechbooks.org/-nPTC

  • Listen for the three ways given in the video to help manage emotions. 
  • Discuss with a partner three practices that can be used to help manage emotions.

Wednesday:

Identifying and labeling emotions interactive video

Emotions Emoji - English ESL video lesson

https://youtu.be/r8pJt4dK_s4 

Thursday: 

Discuss the emotions you recorded for homework on Monday with a  partner. 

End-of-Chapter Survey

: How would you rate the overall quality of this chapter?
  1. Very Low Quality
  2. Low Quality
  3. Moderate Quality
  4. High Quality
  5. Very High Quality
Comments will be automatically submitted when you navigate away from the page.
Like this? Endorse it!