Distribute blank paper and tell students to skip a line and write numbers from one-to-ten.2.
Explain to students that, as they listen to each situation and five possible reactions foreach, they are going to identify the feeling that best represents (or approximates) howthey would react to the situation. Read aloud statements on your
one ata time. Then, read each possible answer, and give time for children to select onereaction (feeling) for each situation. If necessary, clarify to children what each feelingmeans. (You can use the
for this purpose.) On their papers,students write the letter that best tells how they feel about the situation. For example,on the first situation, a child that chooses
next to the number(e.g., 1. E).3.
Tally children’s answers on the chalkboard, whiteboard, or chart paper. For ex
ample, atally for the first situation can be (Total= 32 students): A=7 students, B=4 students, C= 12students, D= 8 students, E= 1 student. Do the same for situations 2-10.4.
When all situations are tallied, help children translate the numerical information into
words. You can ask questions such as, “On the third situation, which feeling was the
most/least frequent? Which feeling was shared by
situation five, how many more children chose betrayed over curious
Go over five orsix examples until it is clear that children know how to read the information. Then ask,
“What do y
ou notice about our feelings
“Do you see a pattern here?” Help
children conclude that, for the same situation, different children felt or reacteddifferently.5.
Continue discussing facts about feelings. For example, you can help children separatepleasant feelings from unpleasant feelings or children can rank feelings from leastintense-to-most intense. It is also important that students realize the importance of defining (naming and labeling) their feelings in a more precise way; for example, the