Emotions (feelings) session 5

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Included in this session are:

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Activity 1. Introduction to emotions

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Activity 2. Recognising emotions

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Activity 3. The feel good factor

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Reflection

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Home tasks

Emotions

(feelings)

session 5

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1. Think about an emotion (a feeling). Work in pairs. Either draw the emotion you are thinking about or mime it. Have your partner guess what emotion it is you have drawn or mimed. Take it in turns. If there is time, draw or mime another emotion.

You can draw your emotion here.

2. As a class, discuss what emotions/feelings are.

3. List as many emotions as you can in the space below.

Introduction to

emotions

activity 1

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Strength of emotions

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We feel emotions more or less strongly at different times. For

example, it is possible to feel intensely angry or furious, or just a

little bit angry or annoyed.

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In this program, you will use the Feelings Thermometer (over page)

to rate how strongly an emotion is felt.

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You can use the thermometer to show different strengths of

emotion — using the example above, if you felt intensely angry you

may rate the feeling 9 or 10, if you felt just a little bit

angry/annoyed, you may rate it 2 or 3.

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There are no right or wrong answers when using the thermometer,

it’s to do with how you feel.

Key messages

There are many different types

of emotion — both positive and

negative.

Emotions can be felt in different

strengths.

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Feelings Thermometer

10

9

8

7

6

5

4

3

2

1

0

Fairly strong feeling Very strong feeling

Moderate amount of feeling

Little bit of feeling

Not much feeling at all

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EMOTION BODY CUES STRENGTH

1. Choose one of the following stories — ‘A day in the life of James’ or ‘A day in the life of Anna’ (over page).

2. Read the story and try to identify the emotions experienced by either James or Anna. Write as many emotions as you can for your chosen character in the space below. List the body language/cue that gave you clues about the way the character was feeling. Estimate the strength of the emotions using the thermometer.

James

EMOTION BODY CUES STRENGTH

Anna

Recognising emotions

activity 2

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It’s Maths class, last period on Monday and James isn’t looking forward to it. He’s not very good at Maths and usually gets all the answers wrong. The teacher is giving back a test today, and James sits frowning and

fidgeting, waiting for his results.

He can hardly believe it when the teacher gives him his paper — there is only one mistake and he’s got one of the highest marks in the class! James can’t help smiling. He decides to try harder in class today.

Later on, James gets carried away and shouts out an answer he thinks he knows. Some of the other students laugh and the teacher is annoyed with him for shouting out instead of putting his hand up. James sits with his head down and his arms folded for the rest of the class.

A day in the life of James

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James doesn’t like Nick, who sits behind him — he’s always winding James up. When the class is packing up to go, Nick nudges James and has a go at him about his good test mark. James grits his teeth and tries to ignore Nick.

He avoids making eye contact, but Nick keeps going on — whispering comments to James until James finally gives him a shove. The teacher turns around only at this point and James ends up getting detention. He has to stay back. It’s a great day, and James had arranged to meet some friends for a game of football after school. With his chin resting on his hands, James stares out of the classroom window — he imagines that the others will be at the park by now.

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Anna is looking forward to going to the movies with Michelle and the others today. She’s arranged to meet them at 1 pm, and is humming to herself as she is getting ready. At 12.15 her mum calls out to her and asks her to watch her brother, Stuart, while she goes to her doctor’s

appointment. Anna’s face drops and she sighs. As Mum gets ready to walk out the door she says, ‘I’ll be back in an hour.’

As soon as Mum’s out, Stuart starts acting up. Anna phones Michelle to say she’ll be late, but the whole time she’s talking to Michelle, Stuart keeps

interrupting and asking her to make him a sandwich. Eventually she scowls and yells at him to go away. Anna is still chatting when she hears a loud crash from the kitchen. She rushes through and finds that Stuart has pulled things out the fridge looking for food. Two jars have smashed all over the floor, the milk’s spilt, and the kitchen’s a mess. Anna shouts at Stuart and tells him to clean it up, but he runs up to

A day in the life of Anna

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his room crying. Anna cleans it up, then puts a video on and calls up to Stuart to come and watch it, but he’s sulking and won’t come down.

It feels like it takes forever for Mum to get home. By 1.15 Anna can’t sit still — she paces the house and keeps looking out the window. Her mother doesn’t arrive until nearly 2 pm. Anna, with a red face and clenched teeth, is just about to blow her top when her mum says she was in a car accident. She says everything is alright. She just got a shock and isn’t hurt. The car’s not too badly damaged either. Mum thanks Anna for staying back to look after Stuart and gives her a big hug. Anna hangs her head and can’t look at her Mum. She says, ‘That’s OK’, and runs out the door.

Anna runs for the bus and just makes it. She falls into the seat with a sigh. She smiles with relief when she sees her friends waiting in the foyer at the movies.

Key message

Body language can

give us clues about

the emotions other

people are feeling.

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1. What activities do you do to make yourself feel good? What do you do to enjoy yourself? Write as many as you can in the space below.

2. In groups, discuss the ‘feel good’ activities listed on pages 60 and 61. Which of these activities do you enjoy? Circle them.

3. Add any additional activities that you identified in the blank spaces provided on page 62.

4. On the next page, make a menu of your preferred ‘feel good’ activities. Only include the things that you are able to do, and that you can afford to do. Do a price list for your menu as well.

The feel good factor

activity 3

Key message

You can increase

positive mood by

planning and doing

enjoyable activities.

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Activity Price

My feel good menu

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Feel good activities

Play

sport See a

movie

Walk

the dog

Listen

to music

shopping Go

Read a

book or

magazine

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Feel good activities

Watch

your

favourite

TV show

Go

swimming

Have a

relaxing

bath or

shower

bowling Go

Have a

chocolate hot

Go out

to eat

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Extra feel good activities

(Write or draw your own feel good activities)

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Think back, over the past week, of times when you have done any of the activities from your feel good menu. Can you remember how you felt at the time? You may want to record the emotion in the space below, and to rate the strength of the emotion using the Feelings Thermometer as a guide.

1. Over the next week, you need to complete an Activity Diary. An example of a completed diary is given at the end of this section. You are asked to record what you were doing when you were feeling your best and when you were feeling your worst. You also need to record the emotion you felt, and the strength of the emotion, using the Feelings Thermometer, as shown in the sample diary.

2. Pick one activity from your feel good menu to do over the next week. Does engaging in the pleasant activity affect your mood? If so, how?

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Reflection

Activity What feeling

Rating (1–10)

Home tasks

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There are many different types of emotion —

both positive and negative.

Emotions can be felt in different strengths.

Body language can give us clues about the emotions

other people are feeling.

You can increase positive mood by planning and doing

enjoyable activities.

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Message bank

Your own text

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BEST fe eling of the day

What were you doing?What feeling? Rating (1–10)

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W ORST fe eling of the day

Shopping for new skirt with my sister Happy 8Arguing with my sister Angry 7 Watching TV with my parents Happy7Washing up Bored 5 Playing soccer after school Happy9Trying to write an assignment for English Worried9 Eating Chinese take-away with my family Happy6Tidying my room Nothing much5 Watching TV with my friends Relaxed8 Handing in my English assignment Worried7 dayPlaying soccer for school B team Excited8 Going shopping with Gran Bored3 Going to the movies Happy9Going for a family walk Bored4 What were you doing?What feeling? Rating (1–10)

tivities and f eelings diary (example)

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__________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ day_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________

fe eling of the day

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