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Emotions Package - Scale & Self Regulation Work Set

Emotions Package - Scale & Self Regulation Work Set
Emotions Package - Scale & Self Regulation Work Set
Emotions Package - Scale & Self Regulation Work Set
Emotions Package - Scale & Self Regulation Work Set
Emotions Package - Scale & Self Regulation Work Set
Emotions Package - Scale & Self Regulation Work Set
Emotions Package - Scale & Self Regulation Work Set
Emotions Package - Scale & Self Regulation Work Set
Product Description
This is a cute, fun, 1 month (20 school days) program (30 - 45 minutes per day) that helps teach children how to understand their emotions and to make better choices. It uses the fun Little Monster's crew to implement a series of fun activities from a make your own monster art project to word searches, mazes, and more. It incorporates fun journaling and drama activities to help students become familiar with what triggers them, how this makes them feel, actions they can take to get away from the situation, and how to consistently make better choices and monitor their feelings.

This package extends beyond the 20 days, as you will continue to use the Emotions Scale and Feelings Journals for the rest of the year. The Mind Maps will also serve as a reference throughout the year. You might want to revisit the Mind Maps in the future and evaluate with your students how well their plans are working and if they would like to make any amendments.

Getting to Know your Emotions and Self Regulating:

This is a rather intensive emotions work set that will take several weeks to complete. It will help your students to understand their feelings and make better choices. It includes several differentiated assignments to meet the needs of all the students in your classroom, including those with ASD (Autism Spectrum Disorder), ADHD (Attention Deficit Hyperactivity Disorder), ODD (Oppositional Defiant Disorder), and those who often exhibit emotional distress.

This set can be used for students who have an extra need for self regulation or as a whole class assignment that can be linked with Safe and Inclusive Schools and anti-bullying initiatives. It’s a great way to teach students how to recognize their own emotions and in turn empathize with their classmates.

This work set can be integrated with Language (reading & writing), Art, and Drama.

Below are brief descriptions of each section in this package and then a recommended schedule of how to use these sheets together as a package.


Posters & Worksheet:

This is a good introductory activity. You can introduce all of the emotional monsters to your students, using the posters and integrate this activity into Language, by having the students share the reading at the carpet.

Start with Jeremy Monster and prompt students to share things that make them feel happy.

Notice that Little Monster relates to Alex Monster. Little Monster is confused and takes out his frustrations on Alex Monster. Talk about how sometimes when something is making us feel bad about ourselves, we sometimes take it out on other people without realizing what we are doing. Prompt students to discuss in pairs or as a group a time where this might have happened to them.

Notice that Molly Monster relates to Charlie Monster. Molly is upset because Charlie called her names, then she steps on Charlie’s foot, making him feel furious. Talk about how quite often we start feeling a little bit upset (eg. frustrated or sad) which causes us to start feeling more and more upset due to the fact that we don’t always treat other people nicely when we are upset and in turn they get upset with us, causing both people to escalate further and further. Discuss how it’s important to treat other people the way that we wish to be treated and that when we are nice to others, they will usually be nice to us.

Give students the worksheet and allow them to write their own feelings and make up a monster name for themselves. To differentiate this activity, use the monster parts included with the Feelings Journal for students to cut out or trace.

NOTE: Post the posters on the wall for future reference (if photocopying in black and white, these posters can be used as a reference to their actual colours)


Learn My Feelings Work Set 1:

This set includes a total of 15 worksheets, which are broken down into 5 differentiated activities. There is an activity for when your students are feeling GREEN (happy), BLUE (bored, tired, etc.), YELLOW (sad, irritated, frustrated), ORANGE (angry), RED (furious, out of control).

Start with a group discussion of how the monster might be feeling. Have students talk about a time when they felt that way. If students are reluctant to share their feelings, try telling them a story about when you felt that way.

For the worksheets, they are required to look at the emotion on the monster’s face in the middle and think about how it feels. Then draw a line to all of the words that describe how that monster might be feeling.


Learn My Feelings Work Set 2:

This set includes 1 cumulative assignment with 3 differentiated options.

The goal of this assignment is to sum up all 5 feeling faces (green, blue, yellow, orange, & red) and decide how the monsters feel for each picture.

The 5 monsters are situated at the top of the page. Below are emotional descriptors. They are to highlight or circle all the words that describe how each face is feeling.

Before starting this worksheet, have students discuss each colour of emotion and how they might feel for each colour.


Emotion Activities:

The goal of these activities is to accompany the activities in Learn My Feelings Work Set 1. There are 4 differentiated activities for each coloured activity.

Green Activity: This is a fun word search to help students become acquainted with words that describe when they are feeling GREEN.

Blue Activity: Students have fun finding their way through 2 mazes to get to the words that describes when they are feeling BLUE.

Yellow Activity: Students follow the clues to fill in a crossword puzzle that uses words to describe when they are feeling YELLOW.

Orange Activity: Students create an acrostic poem to describe how they are feeling when they are ORANGE (they can use 1 word or sentences and can include scenarios that make them feel that way).

Red Activity: Students create a fun comic to tell a story of how Charlie lost his cool and how he made a better choice in the end. This comes with little pictures that they can cut out or trace to create their comic. THIS SET INCLUDES 2 DIFFERENTIATED OPTIONS.


Mind Map:

There are 2 mind map sets; one for their triggers and one for how to react. Each set has a mind map for yellow, orange, and red feelings. The purpose of this page is to allow students to brainstorm what they can do when they are starting to feel yellow, orange, or red feelings. Each set contains several cards with examples that they can use (they can cut these out and paste them or just rewrite them on their mind map pages) or they can write their own on the extra cards that are provided.

Examples for triggers (includes school and home triggers) could be:

YELLOW - when I’m confused, when I meet new people
ORANGE - when my work is too hard, when my routine changes
RED - when someone yells at me, when my parents argue

Examples for how to react could be:

YELLOW - take a walk to calm down, go get a drink of water, ask a friend for help, ask the teacher for help
ORANGE - walk away and fill out a feelings journal page, go for a walk to (have an appropriate location), take a break in a designated location
RED - tell the teacher you are taking a walk to the office, walk away, fill out a feelings journal page

For students to effectively self regulate, it’s important for them to have a plan ahead of time for when they are feeling distressed. Keep these worksheets handy, so they can review them when needed.


Feelings Journal:

There are 2 variations of this assignment.

The first assignment includes the yellow, orange, and red monsters, each with a different journaling page and with 2 differentiated options. The first option asks: “How do I feel?”, “Why do I feel this way?”, “How did I react?”, and “What would be a better reaction?”. This comes with an extra page with lines for extra writing that they may want to add. The second asks, “How do I feel?” There is a box below this for students to draw a picture of how they are feeling. Below they can write in words how they feel. Have a verbal discussion after they complete this worksheet of how they reacted when they felt this way and what would have been a better choice.

The second assignment is an open assignment that allows them to choose any emotion that they are feeling. They are to make a monster that shows how they feel (there are 3 differentiated sets of pages with monster bodies, eyes, mouths, and accessories that they can cut and paste or trace and then colour to create their monsters). They are asked, “How do you feel right now?” and “Why do you feel this way?” Students can complete these journals at any time to keep track of their feelings and what causes them to feel this way. It’s important to complete some of these journals when they are happy, so they can recognize what things make them happy. This will help them to find ways to become GREEN again when they are starting to feel BLUE, YELLOW, ORANGE, OR RED.


Emotions Scale:

This sheet can be posted or put in a spot where you and the student can view it. They can move a clothes peg to the colour that describes how they are feeling at that moment.

There are a list of words that come with this sheet. Choose some descriptive feeling words that describe your student. Use some of those words when you are describing the scale to the student, then have them choose one or two words to write beside each monster face. This sheet can be posted or put in a spot where you and the student can view it. They can move a clothes peg to the colour that describes how they are feeling at that moment.

I suggest making this scale available to your student before starting all of the emotion activities, but them give it to them again when you have completed this work set and see if they choose to change any of their feeling descriptors. They should have picked up some new language for describing their feelings and might decide that they prefer a different word to describe how they feel.

You might want to laminate this page.

If you laminate the page, it will allow your student to change their feeling descriptors on a more regular basis to show exactly how they are feeling.

Flash Me Your Feelings:

These handy little cards can be cut out, pasted on Bristol board, and laminated. Students keep them with them and every once in awhile, educators can simply ask them to flash them a card. The student will choose the card that matches their feelings. This is great for allowing educators to be aware of potential issues.

WHAT DO THE CARDS MEAN?

RED - I’m angry and losing control
ORANGE - I’m upset about something
YELLOW - I’m sad or frustrated
BLUE - I’m confused, bored, or indifferent
GREEN - I’m happy


Cumulative Assignment:

This is a one page chart that summarizes triggers, feelings, and positive reactions for the YELLOW, ORANGE, and RED feelings. It allows students to show what they know and share with a partner.


SCHEDULE:

Day 1:

-Introduce emotions and feelings with the Posters and Worksheet (see instructions above)

Day 2:

-Give your student/students the Emotions Scale assignment. Discuss how to use it, look at the pictures, determine how they feel for each emotional face. Have them write their feelings beside each picture.

-Practice roll playing different emotionally stimulating situations and have them move the paper clip to the spot that describes how they would be feeling in that situation

-Complete their first journal entry. Use the Make a Monster Feelings Journal to create a monster of how they are feeling at that moment and write below in words how they are feeling. Encourage them to write about what things make them feel that way (“I feel happy when I am playing with my friends at recess.”).

Day 3:

-Move the paper clip to GREEN on the Emotions Scale

-Complete the GREEN Learn My Feelings Work Set 1 sheet (draw lines to words that describe when you are feeling GREEN)

-Complete the GREEN Emotion Activity (Word Search)

-Discuss what words describe when they are feeling GREEN

Day 4:

-Move the paper clip to GREEN on the Emotions Scale

-Review feeling words that describe when you are feeling GREEN

-Put on a skit that shows something you do when you are happy and uses as many GREEN feeling words as you can

-Fill out a Create a Monster Feelings Journal page that reflects your skit (make a happy monster, write about what you did in your skit that made you feel good)

Day 5:

-Move the paper clip to BLUE on the Emotions Scale

-Complete the BLUE Learn My Feelings Work Set 1 sheet (draw lines to words that describe when you are feeling BLUE)

-Complete the BLUE Emotion Activity (Maze)

-Discuss what words describe when they are feeling BLUE

Day 6:

-Move the paper clip to BLUE on the Emotions Scale

-Review feeling words that describe when you are feeling BLUE

-Put on a skit that shows something that makes you feel BLUE (eg. tired/bored) and uses as many BLUE feeling words as you can

-Fill out a Create a Monster Feelings Journal page that reflects your skit (make a tired/bored/etc. monster, write about what you did in your skit that made you feel BLUE)

Day 7:

-Move the paper clip to YELLOW on the Emotions Scale

-Complete the YELLOW Learn My Feelings Work Set 1 sheet (draw lines to words that describe when you are feeling YELLOW)

-Complete the YELLOW Emotion Activity (Crossword Puzzle)

-Discuss what words describe when they are feeling YELLOW

Day 8:

-Move the paper clip to YELLOW on the Emotions Scale

-Review how you feel when you are feeling YELLOW

-Discuss things that might cause you (triggers) to feel YELLOW (eg. when you don’t understand an assignment, when you are tired) and give a feeling word that you might feel in that situation

-Complete the YELLOW Mind Map - My Triggers

-Use the accompanying idea cards or create your own (you might want to cut out the appropriate cards for yellow feelings in advance)

-Try to come up with around 3 or 4 ideas

-Write a feeling word under each trigger

Day 9:

-Move the paper clip to YELLOW on the Emotions Scale

-Review how you feel when you are feeling YELLOW and your triggers

-Discuss things you might do to distract yourself or help alleviate those feelings (come up with concrete ideas of actions you can perform or places you can go - eg. take a walk to calm down, go get a drink of water, ask a friend for help, ask the teacher for help)

-Complete the YELLOW Mind Map - How to React

-Use the accompanying idea cards or create your own (these can be cut and pasted or copied). Students can also draw pictures to express their ideas

-Try to come up with about 3 or 4 ideas

-Keep this page handy for future reference

Day 10:

-Move the paper clip to YELLOW on the Emotions Scale

-Review feeling words that describe when you are feeling YELLOW

-Put on a skit that shows something that makes you feel YELLOW (eg. sad/frustrated) and how you might react to that situation. Use as many YELLOW feeling words as you can

-Fill out a YELLOW Feelings Journal page (has the yellow face on it and says, “I’m at YELLOW!”) and have it reflect your skit (How do I feel?, Why do you feel this way?, How did I react?, What would be a better reaction?)

Day 11:

-Move the paper clip to ORANGE on the Emotions Scale

-Complete the ORANGE Learn My Feelings Work Set 1 sheet (draw lines to words that describe when you are feeling ORANGE)

-Complete the ORANGE Emotion Activity (Acrostic Poem)

-Discuss what words describe when they are feeling ORANGE

Day 12:

-Move the paper clip to ORANGE on the Emotions Scale

-Review how you feel when you are feeling ORANGE

-Discuss things that might cause you (triggers) to feel ORANGE (eg. when you don’t understand an assignment, when you are tired) and give a feeling word that you might feel in that situation

-Complete the ORANGE Mind Map - My Triggers

-Use the accompanying idea cards or create your own (you might want to cut out the appropriate cards for yellow feelings in advance)

-Try to come up with around 3 or 4 ideas

-Write a feeling word under each trigger

Day 13:

-Move the paper clip to ORANGE on the Emotions Scale

-Review how you feel when you are feeling ORANGE and your triggers

-Discuss things you might do to distract yourself or help alleviate those feelings (come up with concrete ideas of actions you can perform or places you can go - eg. take a walk to calm down, go get a drink of water, ask a friend for help, ask the teacher for help)

-Complete the ORANGE Mind Map - How to React

-Use the accompanying idea cards or create your own (these can be cut and pasted or copied). Students can also draw pictures to express their ideas

-Try to come up with about 3 or 4 ideas

-Keep this page handy for future reference

Day 14:

-Move the paper clip to ORANGE on the Emotions Scale

-Review feeling words that describe when you are feeling ORANGE

-Put on a skit that shows something that makes you feel ORANGE (eg. mad, upset) and how you might react to that situation. Use as many ORANGE feeling words as you can

-Fill out an ORANGE Feelings Journal page (has the orange face on it and says, “I’m at ORANGE!”) and have it reflect your skit (How do I feel?, Why do you feel this way?, How did I react?, What would be a better reaction?)

Day 15:

-Move the paper clip to RED on the Emotions Scale

-Complete the RED Learn My Feelings Work Set 1 sheet (draw lines to words that describe when you are feeling RED)

-Complete the RED Emotion Activity (Comic)

-Discuss what words describe when they are feeling RED

Day 16:

-Move the paper clip to RED on the Emotions Scale

-Review how you feel when you are feeling RED

-Discuss things that might cause you (triggers) to feel RED (eg. when you don’t understand an assignment, when you are tired) and give a feeling word that you might feel in that situation

-Complete the RED Mind Map - My Triggers

-Use the accompanying idea cards or create your own (you might want to cut out the appropriate cards for yellow feelings in advance)

-Try to come up with around 3 or 4 ideas

-Write a feeling word under each trigger

Day 17:

-Move the paper clip to RED on the Emotions Scale

-Review how you feel when you are feeling RED and your triggers

-Discuss things you might do to distract yourself or help alleviate those feelings (come up with concrete ideas of actions you can perform or places you can go - eg. take a walk to calm down, go get a drink of water, ask a friend for help, ask the teacher for help)

-Complete the RED Mind Map - How to React

-Use the accompanying idea cards or create your own (these can be cut and pasted or copied). Students can also draw pictures to express their ideas

-Try to come up with about 3 or 4 ideas

-Keep this page handy for future reference

Day 18:

-Move the paper clip to RED on the Emotions Scale

-Review feeling words that describe when you are feeling RED

-Put on a skit that shows something that makes you feel RED (eg. furious, out of control) and how you might react to that situation. Use as many RED feeling words as you can

-Fill out a RED Feelings Journal page (has the red face on it and says, “Uh oh, I hit RED!”) and have it reflect your skit (How do I feel?, Why do you feel this way?, How did I react?, What would be a better reaction?)

Day 19:

-Revisit your Emotions Chart

-Review how to use it, look at the pictures, determine how they felt the first time for each emotional face. Brainstorm other words to describe each picture and decide if another word would better describe how they feel in each emotional picture.

-Practice roll playing different emotionally stimulating situations and have them move the paper clip to to spot that describes how they would be feeling in that situation

-Share different emotionally stimulating situations that they have been in, how they reacted and what they decided would have been a better choice

Day 20 (Cumulative Assignment):

-Commend your students on how well they have learned about their feelings and that all of their hard work will help to create a positive environment in their classroom

-Introduce the summative assignment. Inform them that you would like them to think of one trigger for each of the yellow, orange, and red sections. For each, they are to write how they would feel for each trigger and a positive reaction to each trigger. For students who can’t write, have them draw pictures and a teacher can help them to write their feeling word (or they can cut and paste it from one of the previous assignments (drawing lines from the yellow monster to the feeling words).

-Have students share their ideas with a partner

-Each partner is to come up with one positive statement about the other’s ideas


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Total Pages
73 pages
Answer Key
N/A
Teaching Duration
1 month
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