WORKSHOP 3: EVERYONE IS DIFFERENT
Appreciating Diversity of Emotional Responses
SOCIAL EMOTIONAL LEARNING CATEGORY
- Perspective taking
- Respect for Others
Goal: Students become aware that people can emotionally respond to the same event in different ways, and that’s OK.
Using an online activity to spur discussion, teacher emphasizes how people can have different emotional responses to the same event and that’s OK. Students use drama games to role-play and then create a drawing or writing to demonstrate understanding.
- Technical set-up (Internet connection, white board, projector and space to project)
- Crayons, pencils, tape, glue
- Blank 8.5x11 white paper
Emotional ABCs Program
- Everyone is Different Path: Top Tabs > Lesson List > Unit 1, Lesson 3, Everyone is Different
- Picture Game Path: Top Tabs > Lesson List > Unit 2, Lesson 1, Picture Game
May connect to these Common Core Standards:
Language Arts: Writing
Language Arts: Language
CCSS.ELA-Literacy L.K.4, L.K.5
CCSS.ELA-Literacy L.1.4, L.1.5
CCSS.ELA-Literacy L.2.4, L.2.5
Language Arts: Speaking & Listening
CCSS.ELA-Literacy SL.K.1, SL.K.4, SL.K.5
CCSS.ELA-Literacy SL.1.1, SL.1.4, SL.1.5
CCSS.ELA-Literacy SL.2.1, SL.2.4, SL.2.5
- Introduce Topic: Play Online Activity, Everyone is Different Path: Top Tabs > Lesson List > Unit 1, Lesson 3, Everyone is Different
- Reiterate Topic: Emphasize that different people can have different emotional responses to the same thing.
- Elicit Personal Responses: Play Online Activity, Picture Game. Ask students for their personal responses to the activity. Path: Top Tabs > Lesson List > Unit 2, Lesson 1, Picture Game
- Teaching Point: “Last session, we observed that we did not all respond the same way to the music, and that’s OK. Just now, we had different responses to the pictures. People, even your friends and family, might have different emotional responses to the same event than you. Respecting other people’s feelings is important. It is equally important to trust your own emotional feelings, even if you feel differently about an event than everyone else.”
- Students Discuss Differences: Students talk with friends to understand they may feel differently than their friends about situations and that’s OK.
- Role-Play in Scenarios to Practice Empathy: Using Drama Cue Cards PDF, students observe different reactions to the same stimuli, then practice empathic responses by asking questions.
The Drama Cue Cards guide students through the Process of: #1 The Situation, #2 The Act, #3 WHAT are you feeling?, and #4 WHY (a BECAUSE sentence).
- Discuss Responses to Role-Playing Activity
- Summarize. “We’ve demonstrated how the same situation can create different emotional responses. People have personal reasons for their emotional responses.”
TEACHING TOOL: Tech - Online Presentation, Discussion
GOAL: Children learn that people can react differently to the same event, and that’s OK.
- Locate Online Activity, Everyone is Different Path: Top Tabs > Lesson List > Unit 1, Lesson 3, Everyone is Different
- Locate Online Activity, Picture Game Path: Top Tabs > Lesson List > Unit 2, Lesson 1, Picture Game
Play Online Activity, Everyone is Different using your classroom techniques to proceed through the activity. Path: Top Tabs > Lesson List > Unit 1, Lesson 3, Everyone is Different
“I noticed that the people in the activity had different emotional responses to the same situation. Let’s try another activity and see how each of us responds.”
- Multiple Correct Answers: Before starting the Picture Game Activity, show students the Multiple Correct Answer icon, top right of the activity. Explain that there can be more than one correct answer because people can feel differently about the same thing.
- Play Picture Game. Ask students to choose an answer by raising their hand. Narrate an approximate tally of class responses for each screen as you proceed through the activity. For example, “For this picture, we have 10 Exciteds, 2 Calms, and 7 Scareds.” Path: Top Tabs > Lesson List > Unit 2, Lesson 1, Everyone is Different
II. MINI LESSON
TEACHING TOOL: Discussion
GOAL: Students notice they may feel differently about events than their friends and that’s OK. Students learn to respect other people’s feelings and to respect and trust their own emotional responses.
- Read scripts below to develop your own approach. The goals are to build a foundation for increased empathy (respect for others) and to combat peer pressure (respect for self).
“Last session, we observed that we did not all respond the same way to the music and that’s OK. Just now, we had different responses to the pictures. People, even your friends and family, might have different emotional responses to the same event than you. Respecting other people’s feelings is important. It is equally important to trust your own emotional feelings, even if you feel differently about an event than everyone else.”
Give an example that resonates with you and your class. “For example, I like strawberries but my friend, Lisa, thinks they smell bad! It’s OK with me that she feels differently than I do about strawberries because we have fun together and care for each other.”
FACILITATE STUDENT TO STUDENT INTERACTION
- Group your class into friendship groups of 2 or 3.
- Ask students, “Sit next to 2-3 friends. Find two things that you feel differently about even though you are friends. For example, talk about favorite foods, colors, games, or sports that you might feel differently about.”
RESTATE TEACHING POINT + STUDENT INPUT
(Choose 1-2 groups.) Ex: “Tell me 2 things that you and and your friends feel differently about.”
Ex: “I noticed that you can be friends with people even if they feel differently about many situations than you.”
TEACHING TOOL: Small Groups - Discussion and Scenarios
GOAL: Students role-play an emotional response to a Scenario, demonstrating that there can be many plausible emotional responses to the same situation.
- Students stay in the small friend groups established earlier.
- Print 1 set of Drama Cue Cards PDF. You will be creating short scenarios in which children will narrate and act on cue.
- Create a short list of ‘secret’ emotion words. You will be telling a few students a ‘secret’ emotion word and asking them to act as if they feel that emotion. (Examples: Happy, Bored, Scared, Worried, etc.)
TEACHER SAYS (Demonstration)
“We are going to imagine WHY people might have different emotional reactions to the same situation. Let me demonstrate.”
- Display Drama Cue Card #1 - The Situation:
“First, you will hear The Narrator explain The Situation. For example, ‘The class is going on a field trip to the park.’”
- Display Drama Cue Card #2 - The Act:
“Next, the Actor will respond in a physical way to match a secret emotion word without saying the emotion word out loud. For example, the Actor will say, (demonstrate with low energy, disappointment), ‘Yeah, I know.’”
- Display Drama Cue Card #3 - WHAT are you feeling?:
“Then, The Friend will ask, ‘What are you feeling?’ After asking a few students to guess what they think the Actor is feeling, the actor will tell us. For example, the Actor answers, ‘I am feeling [disappointed.]’ ”
- Display Drama Cue Card #4 - WHY (a BECAUSE sentence):
“Finally, you will talk in your small group to imagine WHY the actor is having that emotion. For example, ‘Maybe he felt disappointed BECAUSE he enjoys music class and if he goes to the park, he will miss music.’”
TEACHER DOES (Repeat Process - Students take on the roles with teacher support, teacher holds up Drama Cards.)
- Display Drama Card #1 - The Situation: Choose a student to be the Narrator, cue them to stand up and tell the class The Situation, “We Are going on a field trip to the park.”
- Display Drama Card #2 - The Act: Choose a student to be the Actor, whisper a new secret emotion word to them, and have them ‘act out’ the emotional response. (i.e. Excited or Scared, Worried, Mad, etc.).
- Display Drama Card #3 - WHAT are you feeling?: Ask a few students what they think the Actor might be feeling. Encourage synonyms in the class discussion. Finally, ask the Actor to state the emotion.
- Display Drama Card #4 - WHY? (a BECAUSE sentence): Ask students to talk with their small groups. Each group will imagine a BECAUSE sentence that includes the emotion the stated emotion. Chart the BECAUSE answers and develop a class conversation relevant to the class answers and the emotion.
- Repeat the process several times, using the same Situation (i.e., “We are going on a field trip to the park,”) but changing out the ‘secret emotion word.’ The goal is to demonstrate different emotional responses to the same situation, imagine plausible reasons for the different responses, and to help students understand it is OK if people respond to situations differently than others.
Optional ‘Situations’ examples:
- “We have a special guest today who will show us a new dance.”
- “Because it is raining today, we will stay inside during recess.”
TEACHING TOOL: Free Form PDF
GOAL: Children recognize that they may have different emotional responses to the same situation than friends, family, or other people, and that’s OK.
TEACHER SAYS (Self-Reflection Options)
Ex: “Draw/write about something from our lesson today that you felt differently about than your friends.”
Ex: “Talk to a friend and find something you feel differently about than your friend. Write/draw about it. For example, “My favorite color is blue, but my friend feels bored by the color blue. Her favorite color is orange.”