Expressing Your Feelings Appropriately

Educational Objective: The student will display his feelings in an appropriate manner, conveying sincerity to the listener.
Language Arts Standard: Listening and Speaking (Reading and Writing)

Materials Needed:
The Prop Box with 2 telephones
Brainstorm Form
Appropriate Rubric: One for each student to complete during each role play. To download the student rubric, click here

The Lesson:

• Identify Need
• Introductory Activity: Brainstorm times when a student might want to share his thoughts with someone else. (Depending on the maturity of the class, the teacher might just list some examples for discussion.) Examples might include:
A. Working on a class project on building a mission. You have a disagreement about the materials being used.
B. You want to tell a teammate that he or she needs to improve a skill needed for a sport.
C. You want to tell your teacher that you feel overwhelmed by the amount of homework in her class.
D. A friend has borrowed some of your school supplies without asking.
• Define Steps and Sequences of Skill

1. Evaluate the situation. Is this a good time and place for your interaction?
2. Evaluate the speaker. Read his or her body language. Interpret his or her facial expression. Is he or she open to hearing you at this time.
3. Make eye contact with the person.
4. Describe the feeling you are having in an “I message.” “I feel angry when you…”
5. Listen to the person’s response.
6. Thank the person for listening.

• Model the Skill
• Role Plays/Classroom Discussion: A student knocks over your backpack during horseplay outside the cafeteria. You had something fragile inside.
• Applications
• Independent Uses/Extensions: Read the Editorial section of the local newspaper. Write an opinion about a subject, stating the supportive ideas.

Rubric for Role Play

Student (Speaker)____________________________ Student (Subject)____________________________

Date: _____________________
Observer's Name:___________________________________________

Social Skill Being Practiced: _____________________________

Behavior of Speaker: (Use dramatic asides) No Yes
Did the student evaluate the situation? Was this a good time and place for your interaction?    
Did he evaluate the speaker? Read his or her body language?    
Did he make eye contact with the person?    
Did he describe the feeling he was having in an “I message?” “I feel angry when you…”    
Did he listen to the person’s response?    
Did he thank the person for listening?    
Score or Points
   

Other Comments: ___________________________________________________________
_________________________________________________________________________

Other Standards Address in Lesson: Teachers may use a written variation of this activity. Pretend your friend made you so upset that you didn't want to talk to him. Write a letter using the guidelines above that apply.

New Game In Town... www.incentivesplus.co.uk

By Becky Hicks

As players travel around the colourful game board they may land on squares asking about feelings, about risky situations, or requiring role-play. Or they may land on the circles that require them to roll the dice and discuss either home, friends or school.

Includes colourful game board, playing pieces, game cards and dice.

Small groups – 2-8 players Age 10 - 13

Therapists may consider... The Talking, Feeling and Doing Game

Vender: Courage to Change 800 440 4003

The questions and directions in each set of cards range from the least anxiety provoking (“How old are you?”) to the moderately anxiety provoking (“Everyone in the class was laughing at a boy. What had happened?”). If the child responds he (she) receives a token reward chip. The winner is the player who has accumulated the most chips after the players have reached FINISH. The child’s responses are generally revealing of those psychological issues that are most important at that time. The information so gained serves as a point of departure for meaningful psychotherapeutic interchanges with the child and guides the therapist in providing responses to his (her) own cards that would be most pertinent to the patient.

The engaging game format utilizing token reinforcement enhances the child’s interest and elicits spontaneous revelations. The information gained provides diagnostically meaningful insights into the child’s psychodynamics, and is of therapeutic value because each response can serve as a catalyst for therapeutic interchanges. The game is of value in group psychotherapy (with up to 4-5 players), in the treatment of learning-disabled children (because many of the cards are particularly applicable to these children’s problems), and with children who can reveal themselves more freely but who may also need a respite from more anxiety-provoking therapeutic endeavors.

New!

The Creative Journal for Teens helps teenagers express their true feelings and thoughts in the safe, nonjudgmental atmosphere of personal journal-keeping. Lucia offers teenagers easy techniques for journal writing that enables them to understand their inner most thoughts and express their real selves. They will be able to clarify their goals, visualize their future and achieve self-reliance.

 

6th Grade
Reading Standards
1.2 Identify and interpret figurative language and words with multiple meanings.
1.5 Understand shades of meanings in related words.
2.7 Make reasonable assertions about a text through accurate, supporting citations
Writing Strategies
1.1 Choose the form of writing (e.g. personal letter, poem or narrative) that best suits the intended purpose.
1.6 Revise writing to improve the organization and consistency of ideas.
Speaking Applications:
2.4 Offer a logical sequence of information and engage the listener, foster an acceptance of an idea.

7th Grade
Reading Standards
2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials.
3.3 Analyze characterization as delineated through thoughts, words and speech patterns.
Writing Strategies
1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at the end of dependent clauses) and appropriate English usage.
Speaking Applications:
1.2 Determine a speakerís attitude toward a subject.
1.6 Use speaking techniques, including voice modulation , inflection, tempo, enunciation and eye contact for effective communication.

8th Grade
Reading Standards
1.1 Analyze idioms, analogies, metaphors and similes to infer the literal and figurative meanings of phrases.
3.4 Analyze the relevance of the setting (e.g. place, time, customs) to the mood, tone and meaning of text.
Writing Strategies
2.1 Write a clear, coherent incident, event or situation by using well chosen details.
2.5 Present information purposely and succinctly and meet the needs of the intended audience.
Speaking Applications:
1.2 Paraphrase a speakerís purpose and point of view and ask relevant questions concerning the speakerís content, delivery and purpose.
1.3 Organize information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression and tone to the audience and purpose.