Feelings+to+Feelings

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[|12.3 Feelings to Feelings]
 * Lesson Name: Feelings to Feelings**


 * Submitted by** Jen Ratchye Rinaldi

3A – Student demonstrates awareness of other people’s emotions and perspectives.
 * Standard**(s):

//Feeling Description Cards – Created by students/teachers before lesson (see Preparation section)// //Student SEL Journal//
 * Materials**:


 * Time**: 20-minute session to create images on cards, 30 minutes for game

Students gain the understanding that feelings about situations may differ between individuals, and have the opportunity to discuss and share feelings about social situations.
 * Goals**:

__Preparation__: Advance preparation is required for this game.
 * Assessments/Activities:**

Prior to lesson, a set of “Feeling Description Cards” must be printed for each student. Have students draw images that represent the feelings in the blank space provided. Additional blank cards are offered on the sheet in the event that teachers would like to encourage students to create feeling cards for other feelings. Once images are drawn, have students cut out cards to use for game. Teachers may also extend activity to include time for students to write in the definition of each feeling listed on the card.

__Gathering__: Bring students together once their personal card stacks are created. Explain that you will be playing a game similar to Apples to Apples, and that this game will involve situations with feelings. __Activity__: Students are broken up into groups, with each group having approximately 5 people. One person is chosen to be the “Guesser” each round. Teacher comes up with a random situation (i.e. getting a new kitten for Christmas, or describes a particular problem at school) and verbally shares it with all groups. The remaining four students in each group who are not labeled “Guesser” use their feeling cards to suggest what emotion the situation would evoke in him or her. Once all four students play their feeling cards for the guesser, the guesser turns them over and decides which card most closely represents how he or she would feel in that situation. Those who card(s) are chosen are given one point. Guesser is responsible for acknowledging all card selections, and attempts to understand all suggestions. Guesser and/or other players are encouraged to have conversations regarding differing thoughts and feelings about situations presented. Continue rounds until all players have had the chance to be the “Guesser”. Once each student has had a chance to be the guesser, students with cards remaining are able to come up with their own scenarios to match the remaining feelings on the cards. __Debrief__: Ask students to share a time in the game when their mind was opened to an alternative perspective about a feeling s/he may have had.

__Closing__: Students draft a writing response to the game in their SEL journals.

Level 3.0 – Student has demonstrated the ability to appropriately choose feelings that they feel match the scenario, and can explain their choice to his/her peers. Level 2.0 – Student requires assistance to appropriately choose feelings that match the scenario presented. Student is unable to substantiate his/her choice.
 * Assessment**: