Students reflect on times when they have felt certain emotions and silently indicate that they have had these experiences by stepping over a line.
Students will be able to:
- Identify a range of emotions within themselves and within the classroom community
- Articulate personal narratives that explain times when they have felt specific emotions
- Create strategies to self-regulate
Line on the floor for “Cross the Line” activity, list of activity statements (optional), pen/paper
“Cross the Line” Activity
Adjust your choice and number of statements to read based on your class’s needs. Many of these statements include “at school”. You can change this to “in my community”, other phrases, or omit it as necessary. Many of these statements correlate with the emotions in this curriculum and are designed to both give students the chance to begin thinking about which emotions they feel or don’t feel and to give you a picture of the emotions students feel or don’t feel.
Sharing Personal Narratives
Give students at least 5 minutes to listen and respond to their partner’s story.
Give students ample time to answer the Formative Assessment questions below.
Connections to Other Emotions
This activity can foster the emotions of connected/supported and respected/valued as well as safe/comfortable.
Criteria for Success/Formative Assessment
- How did the “Cross the Line” activity impact you?
- What did you learn about your classmates during today’s activities?
- When you feel a negative emotion or a way you do not want to feel, what do you do to try to help? Do you think you should do anything differently to help in these times?