Emotional Check-Ins
Learning Targets:
Be able to identify a variety of emotions and be able to express and share those emotions in a healthy way with the class and other trusted adults in our community
Student Success Criteria:
To be successful in this unit, students must be able to:
UNDERSTAND the “Zones of Regulation”
IDENTIFY emotions one may experience while in each of the zones and what you can do to “reset” your engine.
IDENTIFY trusted adults you can go to on campus when you are experiencing a big emotion
CREATE a play/skit to show an example of a time you had a big emotion and an adult you can go to for support and regulation
Priority Standards
1.1. - Describe a variety of emotions
1.2 - Explain what it means to be emotionally and mentally healthy
Supporting Standards
1.8 - List healthy ways to express affection, love, friendship, and concern.
1.9 - Identify positive and negative ways of dealing with stress.
3.2 - Identify people in the community who are caring, supportive, and trustworthy
Unit Vocabulary
Zones of Regulation
Green Zone: calm happy, ready, focused
Yellow Zone: worried, frustrated, annoyed, excited
Red Zone: angry, frozen, flight/fight
Blue Zone: sad, upset, tired, bored,slow
Trusted Adults
Regulate
Communicate
Personal Needs
Essential Questions
Why is it important to be mentally and emotionally healthy?
How do you support your emotions?
BIG IDEAS:
* It is important to be mentally and emotionally healthy because it affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make healthy choices. Mental health is important at every stage of life, from childhood and adolescence through adulthood.
* We can support our emotions by:
- daily check-ins
-calming corner
-Identifying zones of regulation
-Identifying and finding trusted adults to talk to
- exercise/movement
-healthy food and water
-breathing techniques
Learning Progressions and Quick Checks
LP: IDENTIFY different emotions one might feel through the course of a school day.
QC: Explain briefly at least 3 different emotions one might feel in the course of a day
LP: GIVE EXAMPLES of when or why one might feel these emotions during the school day.
QC: After talking and discussing different emotions one might feel during the day, Write at least 3 examples of what would make one feel this emotion while they are at school.
LP: IDENTIFY AND GIVE EXAMPLES of what the different zones of regulation are
QC: Students will be able to share at least 1 emotion they might feel in each zone of regulation and why they might be there during the school day.
LP: COLLABORATE and FORMULATE a plan and list adults you can go to at school to help support you when you are having a big emotion.
QC: Students will be able to write down at least 2 adults that they can go to at school if they are feeling one of these emotions and why they feel trusted to go to them.
Short Constructed Response
How are you able to support your emotions and regulate them?
Extended Constructed Response
Describe a list of various emotions one might feel within a day at school.
Explain what tools and strategies would support you with each of these emotions.
Give examples of what you might do and who you might go to in your community to help support you with this emotion.