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The document outlines a lesson plan for Years 5-6 focused on managing emotions and developing social and emotional skills. It aims to help students recognize and communicate emotions, analyze conflict scenarios, and learn strategies for resolution. Activities include exploring verbal and non-verbal communication, identifying emotions through facial expressions and body language, and discussing appropriate emotional responses to various situations.

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Nguyễn Thị Hà Lan
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4 views5 pages

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The document outlines a lesson plan for Years 5-6 focused on managing emotions and developing social and emotional skills. It aims to help students recognize and communicate emotions, analyze conflict scenarios, and learn strategies for resolution. Activities include exploring verbal and non-verbal communication, identifying emotions through facial expressions and body language, and discussing appropriate emotional responses to various situations.

Uploaded by

Nguyễn Thị Hà Lan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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PAGE 1

INTERACTING WITH OTHERS


Years 5-6
MANAGING EMOTIONS

WHY SOCIAL AND EMOTIONAL SKILLS ARE SO IMPORTANT


When children and young people have well-developed social and emotional skills they are able
to establish positive relationships and experience high levels of wellbeing, essential for learning
and success at school and beyond. Interpersonal skills such as communication, emotional
regulation and empathy, among other skills, can be built from an early age and become major
protective factors in a person’ life.
Lesson aims
By the end of this lesson students will be able to:
• recognise and identify a range of emotions and the way these can be communicated via
facial features or other body language signs
• analyse conflict scenarios and work through steps for resolution
• outline strategies to de-escalate conflict through emotion regulation.

Curriculum links
Health and Physical Education: Personal, Social and Community Health Strand
[ACPPS055] Practise skills to establish and manage relationships
General Capabilities: Literacy, Personal and Social Capability

Recognising emotions
Focus activity
How do we communicate? https://www.youtube.com/watch?v=Ppzqe9SdD2c

This amusing, 2 minute video of babies communicating is a good way to introduce verbal and
non-verbal forms of communication. Ask the class questions such as:

2020 Education Services Australia Ltd, unless otherwise indicated.


May be used under Creative Commons BY 4.0, unless otherwise indicated.

Student Wellbeing Hub is funded by the Australian Government Department of Education,


Skills and Employment.
PAGE 2

• How would you describe the relationship between the babies? Give your evidence.
• What do you think they are communicating about?
• Are they successful in communicating with each other? How do you know?
• How are the babies communicating with each other if they can’t speak English yet?
• What are the signs that this is a two-way communication?

You might ask if any student has a pre-verbal sibling or knows of another person who cannot
speak but can communicate effectively. Invite discussion.

Exploring communication

In order to develop good relationships with others, and to manage conflicts that might arise,
we need to be able to communicate. Communication is a two-way process between two or
more people, the ’sender’ and ‘receiver’ of the message. It involves verbal and non-verbal
ways to communicate.

• What do we mean by verbal communication? [the words or choice of language]


• What do we mean by non-verbal forms of communication? [tone of voice, body language
and facial expressions]

Activity
In small groups, complete the table below. Students can write descriptions or draw the facial
features and body language. Students write a short statement or question to match the emotion
being conveyed.
The first one has been completed as an example.
When students have completed their tables, they share their responses and discuss.

2020 Education Services Australia Ltd, unless otherwise indicated.


May be used under Creative Commons BY 4.0, unless otherwise indicated.

Student Wellbeing Hub is funded by the Australian Government Department of Education,


Skills and Employment.
PAGE 3

EMOTION FACIAL FEATURES BODY LANGUAGE WORDS

Jealous Eyebrows scrunched Not relaxed. Standing “You know, MY dog is


Lips pulled downwards straight and in control. better at tricks than
and to one side Not moving. Hands on yours”
Eyes narrowed,
hips.
scowling, maybe
looking to the side

Shy

Nervous

Surprised

Angry

Afraid

Embarrassed

2020 Education Services Australia Ltd, unless otherwise indicated.


May be used under Creative Commons BY 4.0, unless otherwise indicated.

Student Wellbeing Hub is funded by the Australian Government Department of Education,


Skills and Employment.
PAGE 4

Excited

Frustrated

Happy

Follow up activity
Students work in pairs, swapping roles for communicating the message.
Just like the babies in the video were able to communicate without words, your task is to
communicate a message to your partner using only facial expressions and body language.
Hand out strips of paper with the ‘messages’ students have to convey to their partners. These
can be tailored to suit your class eg:

• Shut the window

• I’m cold

• Are you hungry?

• I am 11 years old

• I’m a bit worried about our test today

• I really don’t like bananas

• I can’t wait for the holidays


How well did you send or receive your messages? Discuss the impact of facial expressions and
body language on successful communication.
Identifying emotions
Helping students to understand, regulate and manage their emotions and their emotional
responses to different situations supports the development of positive relationships. The

2020 Education Services Australia Ltd, unless otherwise indicated.


May be used under Creative Commons BY 4.0, unless otherwise indicated.

Student Wellbeing Hub is funded by the Australian Government Department of Education,


Skills and Employment.
PAGE 5

following scenarios provide opportunities to discuss the appropriate emotional reactions if they
were dealing with the situation. Students can refer to the emotions they tabulated in the
previous activity.
Situations/scenarios
“It was my turn to be captain of the spelling bee this week but the teacher
chose Billy and he got to pick the best spellers. It’s not fair”
“My parents are so strict. I can’t play online games until the weekend and
then just for one hour on Sunday. All my friends play so why can’t I? I’m just
going to sneak my laptop into my room and pretend I’m doing homework”
“Someone pushed in front of me on the tuckshop line”
“I’ve tried but I just can’t work out this maths problem”
“My pet turtle died”
“I bet my friend we’d win the inter-school footy but we ended up losing!”
“I didn’t get invited to my friend’s birthday party”
“My grandpa died”
Discussion questions
Are some situations more important/urgent than others?
Are some situations out of your control?
Is the same emotional response required for each of these situations? Why? Why not?
Group task
Students could write a short play based on one of the situations above, or on one they devise
themselves. They use what they have learnt about verbal and non-verbal communication and
emotion management to resolve the situation.

2020 Education Services Australia Ltd, unless otherwise indicated.


May be used under Creative Commons BY 4.0, unless otherwise indicated.

Student Wellbeing Hub is funded by the Australian Government Department of Education,


Skills and Employment.

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