In and out
Duration
6 lessons
Age Group
11 - 12
Objectives
Development of empathic behavior at school
Needed material
Photocopied images
Cardboard
Scissors, glue, pencils, felt tips
IWB
Heart Maps
Text “A che pensi?” by L. Moreau
Text “Heart maps” by G. Heard
Paper shapes
Cardboard
Scissors, glue, pencils, felt tips
IWB
Heart Maps
Text “A che pensi?” by L. Moreau
Text “Heart maps” by G. Heard
Paper shapes
Emotional Intelligence Areas
Self-awareness
Description
The activity can be divided into three parts.
The aim is to foster self-awareness through one’s own thinking expressed both in written and oral languages as well as the graphical one.
Getting information from a given image
Organizing one’s thought from a given diagram
Given a trigger, select, synthesize and describe oneself from an objective and subjective point of view
The aim is to foster self-awareness through one’s own thinking expressed both in written and oral languages as well as the graphical one.
Getting information from a given image
Organizing one’s thought from a given diagram
Given a trigger, select, synthesize and describe oneself from an objective and subjective point of view
Lesson Plan
Warm up
1° Stage: "Feelings have short legs"
Step 1: Following the method of "brainstorming", pupils are asked to consider the faces in picture 1 and for each of them answer the question: "What is the feeling of the boy?”
Step 2: Turning now to the second box, follow the process
as above, asking the question: "What does that stylized body communicate?”
Step 3: Think: we all have feelings (joy, fear, anger are the basic emotions), we feel them from the inside but they also reflect in our bodies, faces, eyes, gestures, behaviour.
Step 4: Starting from this, think about our interactions:
verbal communication is not enough to understand each other; besides words and tone of voice, we need to understand what are the other person feelings and emotions, we need to build an empathic relationship.
2° Stage: “Heart maps”
After working in groups on recognizing emotions on the basis of stance, expressions etc, each student performs individually.
On the basis of the activities explained in “Heart Maps” di G.Heard, students are asked to draw a heart using paper shapes. Then they have to divide it into ten parts. After that they think about what makes them feel well and start drawing it inside the heart. In the centre of the heart there will be the most important situation.
The same activity is repeated with a second heart on which they draw or write what makes them feel unwell.
The two hearts are glued together, shared with the class and hung in the classroom.
Operative stage
The text “A che pensi?” by L. Moreau is read in the class. The text shows the portrait of the person who is speaking and in the pop-ups his first person thoughts are written down. After having examined emotions in the warm-up activity, the pupils are invited to describe one of the thoughts they want to share.
After having given them a paper shape, the pupils use the same method of the text: they draw a self-portrait and their thoughts in the pop-up.
They write down a short sentence about their own thoughts.
Reflective stage
The pupils share their work with the class, answering in English to the question “What are you thinking about”?
Through the sharing of their work, the debriefing questions by the teacher and the viewing of the others’ works, the pupils can review their works through a re-design activity.
The video will include the warm-up and some pupils’ interviews.
1° Stage: "Feelings have short legs"
Step 1: Following the method of "brainstorming", pupils are asked to consider the faces in picture 1 and for each of them answer the question: "What is the feeling of the boy?”
Step 2: Turning now to the second box, follow the process
as above, asking the question: "What does that stylized body communicate?”
Step 3: Think: we all have feelings (joy, fear, anger are the basic emotions), we feel them from the inside but they also reflect in our bodies, faces, eyes, gestures, behaviour.
Step 4: Starting from this, think about our interactions:
verbal communication is not enough to understand each other; besides words and tone of voice, we need to understand what are the other person feelings and emotions, we need to build an empathic relationship.
2° Stage: “Heart maps”
After working in groups on recognizing emotions on the basis of stance, expressions etc, each student performs individually.
On the basis of the activities explained in “Heart Maps” di G.Heard, students are asked to draw a heart using paper shapes. Then they have to divide it into ten parts. After that they think about what makes them feel well and start drawing it inside the heart. In the centre of the heart there will be the most important situation.
The same activity is repeated with a second heart on which they draw or write what makes them feel unwell.
The two hearts are glued together, shared with the class and hung in the classroom.
Operative stage
The text “A che pensi?” by L. Moreau is read in the class. The text shows the portrait of the person who is speaking and in the pop-ups his first person thoughts are written down. After having examined emotions in the warm-up activity, the pupils are invited to describe one of the thoughts they want to share.
After having given them a paper shape, the pupils use the same method of the text: they draw a self-portrait and their thoughts in the pop-up.
They write down a short sentence about their own thoughts.
Reflective stage
The pupils share their work with the class, answering in English to the question “What are you thinking about”?
Through the sharing of their work, the debriefing questions by the teacher and the viewing of the others’ works, the pupils can review their works through a re-design activity.
The video will include the warm-up and some pupils’ interviews.
Assessment
The aim of this activity is to develop the “interpersonal intelligence” theorized by Gardner. It consists in the understanding of oneself, in the reflection on who we are, what we are trying to achieve and what we can do to reach greater success.
In the first stage of the activity, through observation and sharing in group, the pupils talk about their opinions on the shown images and reveal their point of view through both written and oral languages.
They take decisions together within the group.
In the second stage, they produce a stream of consciousness in which they review their personal pleasures and displeasures.
Writing down the list of their different emotions is an important task in order to sort them out and recognize them and in the end to get a better self consciousness.
The last step is to share one’s heart map with classmates and teachers (who have to do the same thing!). This is a further step towards self awareness. Students learn how to give words to their thoughts and emotions and how to learn from them.
In the first stage of the activity, through observation and sharing in group, the pupils talk about their opinions on the shown images and reveal their point of view through both written and oral languages.
They take decisions together within the group.
In the second stage, they produce a stream of consciousness in which they review their personal pleasures and displeasures.
Writing down the list of their different emotions is an important task in order to sort them out and recognize them and in the end to get a better self consciousness.
The last step is to share one’s heart map with classmates and teachers (who have to do the same thing!). This is a further step towards self awareness. Students learn how to give words to their thoughts and emotions and how to learn from them.
Links for further information
TESTING AND ASSESSMENT