LESSON PLAN 18: I UNDERSTAND YOUR FEELINGS AND THOUGHTS
LESSON PLAN 18: I UNDERSTAND YOUR FEELINGS AND THOUGHTS
SUBJECT: CONTACT
Activity NAME: I Understand Your Feelings and Thoughts
Purpose/OBJECTIVE:
We aim to learn to feel different emotions in the same situations, to empathize, and to support teamwork.
Age range: 8-11
Location: Classroom
Duration:80 minutes
Materials:
An object large enough to fit in your palm for electric play
upbeat music
Music player
drawing paper
Pen
Achievements
Participants listen to each other carefully
Uses participants' empathy skills
Participants understand what each other is feeling.
Understands that being able to empathize means listening effectively to the other person.
METHOD-Technique: Creative Drama, role playing improvisation
Preparation Warm-up Phase
Activity 1: "DO WHAT I DO
Participants are invited to the circle. Participants line up behind the leader in a single row. The leader walks with exaggerated movements by jumping, turning, crawling and moving his hands along with the music. The child in the first row starts to act as the leader, the others continue to follow him. Once everyone becomes a leader The game is terminated.
Activity 2: "ELECTRICITY GAME
Participants are divided into two groups. The number of people in the groups must be equal. They form two rows back to back. Starting from the front in the entire row, he holds his friend's right hand with his left hand. In this way, all participants establish an electrical network with each other. The last participant turns his back to the group and holds his friend's hand.
A person holding an object stands at the back of the row. The people at the back of the row face the person holding the object. As soon as these people see the object, they shake the hand of the person behind them. They give a signal. As all participants in the row shake their friend's hand, they send the signal to their friend at the front. The ball is placed in the middle of the participants at the front of the two rows. The first group to get the signal is given a plus point. The one who shows the object behind can make a joke and show their empty hand. The score is deducted from those who get the wrong signal.
Interim Evaluation:
At the end of the game, students are allowed to discuss how they found the experience and the importance of following up and communicating with each other to share their experiences with each other's feelings at the time.
NOTES TO THE TEACHER:
It is important to ensure that students feel emotionally comfortable during the activity. If any students feel uncomfortable, do not push them and provide a supportive environment.
A variety of emotion cards can help students better develop empathy skills. It can be helpful to add emotions that represent different cultural, social, and life experiences. This activity can be a starting point for developing students' empathy skills. Understanding and sharing emotions in a fun way will help students improve their social relationships and become more sensitive individuals.
2. IMPROVISATION
Participants are invited to the circle. Pre-prepared role cards are distributed to the groups. Three groups are formed. The following role cards are distributed to each group. In order to encourage them to think and feel in these roles, they are asked to prepare an animation based on the role cards. Students are given time to prepare. Group members then role play with each other, trying to understand each character's feelings. Reenactments are watched.
Interim Evaluation:
How did you feel while watching the reenactments?
How would you act if it were you? The students are encouraged to think about the subject by asking such questions.
Sample role card:
Group 1: A GROUP OF STUDENTS WAITING IN A TURN IN THE CANTEEN (role cards)
Person 1-A is quite impatient, thinks that it will never be his turn, and is quite angry.
2- Person B waits very calmly for his turn and asks his very hungry friends to get ahead.
3- Person C sarcastically makes fun of his fat friend in the row and takes his turn.
Group 2: The group that examines the list of players on the volleyball team in the gym.
1- Person A sees that he has been removed from the team. This comes as a big surprise to him because he is a better player than his friends. He tries not to show his sadness.
2- Person B has been selected for the team. He is very excited. He tries hard not to show this to his friends.
3- He was not selected for the team and he holds his other friend responsible for this. He shouts with anger and does not look for the reason why he was not selected.
Group 3: Children whose parents work
1- Person A is a happy child who accepts that his parents need to work to meet the needs of their home and behaves calmly.
2- Person B is the child who constantly asks for something from his parents when they come home.
3- Person C was actually the child who felt very sad because he could not see his parents, but he did not show it and always remained silent.
INTERMEDIATE EVALUATION
At this stage, information is given on the basic principles of empathy and listening. (by the teacher) Why empathy and listening are important is discussed on human nature and their behaviors when communicating. Participants are presented with examples to help them understand the relationship between empathy and listening. They are asked to give examples of their empathy and communication situations based on similar events they experienced in their close circle.
EVALUATION;
What kind of world do we want for all participants? The question is asked: How do you communicate with people in your daily life and how do you feel, both positive and negative, about the events they experience and the events you experience?
Considering all these, they are asked to draw pictures on their drawing papers depicting empathy, listening to each other and communication with each other, and all the pictures are exhibited and the subject is discussed together.