5th Grade Acknowledging Feelings Lesson Plan

Topic: Acknowledging Feelings in Competition and Cooperation Scenarios for Gifted Students

Objectives & Outcomes

• Students will be able to identify and name feelings of frustration, disappointment, self-consciousness and comparison during competition and cooperation scenarios.
• Students will be able to describe the causes and consequences of these feelings in competition and cooperation scenarios.

Materials

• Gifted students
• Scenarios involving competition and cooperation (e.g. board games, sports, group projects)
• Paper, pens, pencils

Warm-Up

• Begin the lesson by asking students to share any recent experiences where they felt frustration, disappointment, self-consciousness or comparison.
• Allow students to share their experiences and discuss their feelings with peers.
• Ask students to share what they learned from the experience and how they could handle similar situations in the future.

Direct Instruction

• Next, introduce the concept of feeling frustrated, disappointed, self-conscious, and/or comparing oneself to others in competitive and cooperative situations.
• Use examples from the warm-up activity to illustrate the different feelings and their associated behavior.
• Discuss the importance of acknowledging and managing these feelings in order to effectively cope with competition and cooperation.

Guided Practice

• Divide the class into small groups.
• Give each group a scenario (e.g. competing in a sports tournament, participating in a group project) and have them discuss how they would manage their feelings in that situation.
• Have each group share their ideas with the class and discuss how they can apply the techniques discussed in their own lives.

Independent Practice

• Give the students a scenario (e.g. failing a test, losing a competition) and have them write a paragraph acknowledging their feelings in that situation.
• Have the students share their paragraphs with the class and discuss how they can apply the techniques discussed in their own lives.

Closure

• Review the techniques for acknowledging feelings (labeling, distraction, perspective-taking) and discuss how they can be applied in real-world situations.
• Remind the students that acknowledging feelings is an important part of self-regulation and that they can improve this skill through practice.
• Encourage the students to share their successes and challenges with acknowledging feelings with their teachers and classmates.

Assessment

• Observation of the students during the guided practice and independent practice activities
• Written reflections on the students' use of acknowledging feelings during the independent practice activity
• Oral presentation by the students on their use of acknowledging feelings in a real-world competition or cooperation situation