Decoding Emotions in Ourselves and Others
Overview
Clil
Didactic Sequence: Decoding Emotions in Ourselves and Others_ Highschool
Learning Objectives:
- Students will be able to identify and name basic emotions.
- Students will be able to describe the physiological and behavioral changes associated with emotions.
- Students will be able to recognize emotions in facial expressions, body language, and tone of voice.
- Students will be able to analyze the influence of emotions on thoughts and actions.
- Students will be able to develop strategies for managing emotions effectively.
Sequence of Activities:
Unit 1: The Emotional Landscape (2 sessions)
- CLIL Standards: Science (Biology)
- English Standards: Reading comprehension, vocabulary development
- ICT Standards: Online research, multimedia presentations
Activities:
- Brainstorming: Begin by asking students to brainstorm a list of emotions they experience. Write these on the board and categorize them (positive, negative, neutral). Discuss the universality of emotions and how they are expressed across cultures.
- Emotional Rollercoaster: Divide the class into small groups and assign each group a different emotion (e.g., joy, anger, fear). Students research the physiological changes associated with their assigned emotion (increased heart rate, sweating, etc.) and create a short skit or multimedia presentation demonstrating these changes.
- "Feeling Faces" Activity: Present students with high-quality images depicting various facial expressions (https://greatergood.berkeley.edu/quizzes/ei_quiz). Ask them to identify the emotions conveyed and discuss the role of facial expressions in nonverbal communication.
Unit 2: Emotional Intelligence (2 sessions)
- CLIL Standards: Psychology
- English Standards: Critical thinking, persuasive writing
- ICT Standards: Online discussions, data analysis tools (optional)
Activities:
- The EQ Test: Introduce the concept of emotional intelligence (EQ) and its importance in personal and social interactions. Students can take an online EQ quiz (there are many free options available) to gain insights into their own emotional strengths and weaknesses. Facilitate a class discussion on the importance of developing EQ.
- Emotional Regulation Strategies: Students research and discuss various strategies for managing emotions effectively (e.g., deep breathing, relaxation techniques, positive self-talk). Encourage them to create a personalized "emotional toolbox" with strategies they find helpful.
- Persuasive Writing: Students write a persuasive essay arguing for the importance of emotional intelligence in achieving success in a chosen field (e.g., business, healthcare, arts).
Unit 3: Emotions in Literature (2 sessions)
- CLIL Standards: Literature
- English Standards: Literary analysis, character development
- ICT Standards: Online literature resources, multimedia presentations (optional)
Activities:
- Literary Detectives: Students select a short story or poem (ensure it is age-appropriate) rich in emotional content. As a class, analyze the characters' emotions, how they are expressed in the text (figurative language, word choice), and the impact of emotions on the plot.
- Character Portrayals: Divide the class into pairs. Each pair selects a scene from the chosen literary work where emotions play a key role. Students create a short role-play depicting the scene, focusing on accurately portraying the characters' emotions through dialogue, facial expressions, and body language.
Assessment:
- Participation in class discussions and activities
- Presentations and skits created by students
- EQ quiz results (optional)
- Persuasive essay
- Literary analysis assignments
Resources:
- Greater Good Science Center at UC Berkeley: https://greatergood.berkeley.edu/
- National Institute of Mental Health: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7749626/
- LearningRX: https://psychcentral.com/health/ways-to-manage-your-emotions
- Project Happiness: https://projecthappiness.org/
Differentiation:
- Provide students with graphic organizers or templates to support vocabulary development and note-taking.
- Offer alternative assignments for students who struggle with writing, such as creating visual representations of emotions.
- Allow students to choose literary works that resonate with their interests.