Reaction+Toolkit

Lesson Name: Reaction Toolkit


 * Submitted by** Jen Ratchye Rinaldi

2A Student demonstrates ability to manage their emotions constructively.
 * Standard**(s):

//A copy of the attached “Reaction Toolkit” sheet – one per student//
 * Materials**:


 * Time**: 45 minutes

Students will generate their own toolkit of responses to use as a reference when times get challenging.
 * Goals**:

This lesson should be shared at the beginning of the school year, as the outcome can serve as an excellent reference for students throughout the year.
 * Assessments/Activities:**

__Gathering__: Bring students together at the carpet and ask them to recall a time they struggled with how to respond in a situation. Have students who feel comfortable sharing do so. Follow-up with questions that lead students to the idea that there are many ways to respond when faced with challenging situations, and it’s up to them to make good choices. __Agenda__: Ask students how they would go about building a house. What types of materials are required? What types of actions must take place in order to be successful in building it? Explain that just like a toolkit and planning are required when building something, a toolkit and some planning goes a long way in building relationships. Good planning and having ideas on how to handle our emotions in situations can also help us become better friends to others. __Activity__: Share a positive situation (example: An in-class incident that could induce positive emotions in a student). Students will come up with a multitude of positive emotions/reactions. Share with students that we all have different emotions and reactions to different situations, including if something happens that’s not positive. Repeat activity with a situation that could induce negative emotions. Have students share ideas about how to handle negative situations that create negative emotions. __Activity__: Pass out attached “Reaction Toolkit” which asks students to document ways they might manage their emotions by responding to both a positive situation and a negative situation. Have an overhead copy of the sheet created to show students how you expect it to be completed. Teacher conducts visual assessment of student understanding and ability while walking room.

__Debrief__: Students who feel like sharing some of their responses are invited to do so. At this time, students who may have struggled with the task are requested to compliment the sharers by thanking them for sharing their ideas and asking permission to use them if the situation arises where they might need assistance. Remind students to give credit where credit is due on their papers. __Closing__: Students submit papers for assessment. When returned, students add their “Reaction Toolkit” sheet to their personal journals for reference as needed. Level 3.0 – Student is able to list at least four ways to handle emotions in both good and bad times. Level 2.0 – Student is able to list two or three ways to handle emotions in both good and bad times.
 * Assessment**:

My Reaction Toolkit by

Directions: Think about a few times that you were very happy and experienced positive emotions. How did you react? Are there other ways you could have reacted? In the space below, write down a few ideas for how to show when you are pleased. Be sure to write the specific positive emotion you are feeling at the top of the box (happy, excited, thankful, thrilled, etc.). It is okay to describe actions for the same emotion, if you choose to do so. Action: || Emotion: Action: || Emotion: Action: || Emotion: Action: ||
 * Emotion:

Now, think about some times that you may have felt negative emotions. In the space below, write down a few ideas for how to appropriately show a negative feeling. Remember to write the emotion you are describing in the top of the box, and it is okay to describe actions for the same emotion, if you choose to do so.

Action: || Emotion: Action: || Emotion: Action: || Emotion: Action: ||
 * Emotion:

You have the option to share some of these things if you choose to do so. Also, if you are having trouble, it is okay to get help from someone else, as long as you ask him or her if they don’t mind sharing ideas. Be sure to give credit where credit is due, and make a note somewhere on your paper with who helped you