Who Really Knows Me

Expressing Feelings

Teacher Lesson Guide

(swipe to advance)

Objectives

  • Awareness

  • Empathy

  • Decision Making

Lesson Design

45-60 Minutes

5 Min: Review Learning Objectives
20 Min: Literary Discussion: The Imaginary Thief
5 Min: Supporting Activity: Assumptions Dice Breaker
10 Min: Reinforcing Activity: Two Different Shoes
3 Min: Closing Activity

Objectives

  • Practice skills of empathy by:

    • identifying personal feelings using a variety of vocabulary

    • showing awareness through recognizing different feelings in others

  • Consider, through dialogue, how decisions based on feelings contribute to outcomes

  • Analyze beliefs and suppositions for validity and origin

Lingo List

Language of Inclusion/Empathy

connect

join

estranged

contrast

alienate

divide

unite

equal

accept

reject

Language of Feelings

anxious

uneasy

miserable

timid

rejected

agitated

delighted

bitter

content

frustrated

lonely

confident

aggravated

gloomy

Language of Presumption

accuse

blame

presume

assume

suppose

irritated

judge

In this lesson, participants will identify their own feelings and recognize various emotions in others.

Empathy is an important skill in building friendships and making decisions that benefit everyone. The ability to empathize is linked to positive social interactions and communication, better health, career success and academic pursuit.

A key factor in developing empathy is the ability to recognize and identify our own emotions and the feelings of others around us. This awareness helps us to understand different perspectives and experiences by comparing, imagining and recognizing those feelings in ourselves.

Guiding Questions for Class:

What builds our confidence? What tears us down? What are the ways in which as a community we can notice and honor the best in our peers and reserve judgement that can stem from misconceptions?

Reading:

The Imaginary Thief

Long ago, in a place not very different from the place where you live, people were preparing for their autumn feast. Everyone in the neighborhood was filled with the harvest spirit, baking pies, chopping wood and settling in for winter.

Dakota, the smallest child in the neighborhood, made up for his size with energy and imagination. Everyone loved little Dakota. One day he walked outside and smiled at the world around him. He felt the joy of the season down to his fingertips and toes.

By afternoon, Dakota was practically shaking with excitement, for he had come up with a plan. He had no messages to bring, no chores to do, but Dakota wanted an adventure. He would travel through the village, stopping at each house and farm just to say hello. Besides, he longed to know what Mrs. Andersen was baking in her blue kitchen, what Mr. McDermott was building in his shed. He hoped to catch a glimpse of Jillian's flower garden and to sniff the scent of Dan's woodpile. Oh, he would find wonders everywhere. He always did.

Along the quiet road he walked. He stopped for a moment to pet Harriet's dog Nell, who nuzzled his hand. On he went until he came to a grove of maples. There he knelt down and scattered a handful of nuts he had carried from home for the squirrels. They wriggled their noses in thanks. The geese overhead honked greetings to the child. The wind caressed Dakota's cheeks as he skipped along the road.

He couldn't stop. He darted past cornfields, waving at the cornstalks, which waved back at him. He skipped on, singing softly to himself the songs his mother sang to him each night. People looked out from their houses and waved. Jillian handed him a bouquet of flowers. Mrs. Andersen called her children to the window, and, their faces smeared with jam, they waved hello to Dakota.

"There's that little Dakota. He's a fine child," Dan said to Mr. Brown, the woodcutter, and they stopped their work just long enough to wave hello. Mr. McDermott peered out of his shed to greet the child.

Dakota skipped and pranced until at last darkness cloaked the neighborhood. He sped back home and fell asleep, dreaming of corn maidens and crisp white laundry waving over Mrs. Mott's lawn, and heard in his dream Mr. Salem's hardworking tractor humming as it plowed the wheat fields.

The next morning at dawn, Mr. Brown rapped on Dakota's door. When his mother opened it, Mr. Brown said angrily, "That boy is a thief!" He pointed a long, bony finger at poor Dakota, who had just climbed out of his dream-filled bed. "My ax is missing, and we all saw you. You were walking through the neighborhood. You took my ax. You are a thief!"

By the end of the morning, everyone had heard the news. "Mr. Brown's ax is missing, and Dakota was out there," cried Mrs. Andersen. "Besides, just look at him. He looks like a thief!"

"He does, you know," Jillian whispered. "Yes, he does indeed," Dan agreed. "That thief petted my dog," cried Harriet indignantly.

Suddenly the neighborhood no longer loved Dakota. Everywhere Dakota went, he heard whispers. "Thief, thief, thief! You can see it, can't you? You can see it in his eyes."

Mrs. Mott stood guard by her laundry. Dan covered his woodpile with a tarp. Jillian cut the last of her blooming flowers and brought them inside. Mr. McDermott put a big lock on his shed.

"I'm not a thief," Dakota pleaded. But no matter how he argued, the world around him had changed.

And then one day as Mr. Brown walked into the woods, Nell came bounding through the trees. She barked three times and pawed through a pile of damp leaves. The squirrels gathered around, standing on their hind legs, looking up at Mr. Brown. The geese stopped their flight and honked as loudly as they could.

"What's this?" Mr. Brown said. He listened to the honks and barks. "What's wrong?" he asked again, and suddenly he saw, beneath a pile of golden leaves, a gleam of metal. He reached down and found his ax.

He ran back to the village, the animals on his heels.

"I found my ax!" Mr. Brown called, waving it overhead. "Dakota's no thief. Why, look at that boy. Anyone can see he's just a little boy full of curiosity."

Now everyone looked at Dakota and, sure enough, they saw that the boy looked just as good and curious as every other child in the village.

That night the neighborhood celebrated with a feast. Dakota sat outside, inhaling the scent of sweets and roasting meat and wood smoke. Nell sat beside the child and rested her chin on his knee. The squirrels chattered in the trees. Up in the sky the moon winked as the geese traveled past, waving their wings.

"So much depends upon imagination," Dakota said, and all the animals agreed.

Open-Ended Questions:

After the reading, debrief the story using the open-ended questions below. 

Awareness of Feelings

Why do we make assumptions sometimes?

What are some ways you can avoid making assumptions?

What can happen when we assume things without learning the whole truth?

Empathy Practice

How can you help boost someone else's self esteem?

How can keeping an open mind help us protect other people’s feelings?

Decision Making and Problem Solving

How can keeping an open mind help us build community?

If you are struggling with self confidence, what can you do to help yourself?

If someone says something negative about themself, what could you do to help?

Awareness Activity: Assumptions Dice Breaker Game

Instructions:

  1. Form a circle with the group.

  2. Using a die, have students take turns rolling the die and answering a corresponding question from the Dice Breaker diagram.

  3. Have each student take turns trying to make a face to express a feeling while the rest of the group tries to guess accurately what feeling is being conveyed.

  4. Continue the game until categories are exhausted.

Assumptions Dice Breaker Game: Synthesis

There are many cultural reasons that we make assumptions.  The human’s ability to identify patterns is part of critical thinking and analysis.  However, sometimes our guesses are not completely right, particularly when we do not have all the relevant information.  Lead the students in a discussion about how to use their intellect of pattern recognition, but to also keep an open mind.

Debriefing Questions:

  • When do we need to make guesses?

  • How can not having all the information create problems?

  • The more we know a person or familiar situation, the better our guesses get.  Tell about a time when you made a positive change by using what you know to make a guess about what could happen next.

Reinforcing Activity: Two Different Shoes

Introduction:

Conflict often arises simply because different sides come from different perspectives.. Without seeing the world from the other’s point of view, it can be difficult to come to agreement. In this activity, students will compose their own personal example of a misconception.

Objective

  • Compare two different perspectives of the same situation

  • Analyze differentiated perspectives for understanding and empathy

Scenario: Read aloud to group

A woman is riding a bus home from work as she does everyday. Some kids are jumping around near her. Their misbehaviour was really bothering her. So many people ride the bus that it is not a place for kids to play. Parents should be more considerate of others and keep their children under control and respecting others in public. The woman went over to the children’s father and asked if he could please control his boys. The father responded, saying that he did not notice that his boys were bothering anyone. The woman thought this was very strange. The boys were clearly out of control. She asked the father, “How could you possibly not have noticed?” The father explained that he was extremely sorry he simply did not notice. The father continued explaining that he just left the hospital where he and his boys got word that their mother, his wife, died. The father said that none of them had any idea how to act in this situation.

Scenario Debrief

  • How do you think the woman felt after a day of work riding the bus home?

  • How do you think the father felt after leaving the hospital? What about the boys?

  • Before finding out about the father’s wife passing away, who did you sympathize with, the woman or the father and the boys?

  • How do you think the woman felt after learning about the father’s situation? How did you feel?

Instructions

  1. Ask the students to provide some quick personal example of when someone has assumed something that turned out to be very different. They could be the person assuming or the person who experienced misplaced judgement. 2-3 Students should provide some brief examples.

  2. Instruct students to take some minutes (5-15) to jot down their personal experience.

  3. If the classroom teacher desires, this activity can move into feedback and revision stages to polish writing.

  4. Bring the students back together and share a couple more examples.

Closing Activity

Today, we focused on the way that assumptions can influence different situations. The word ‘suppose’ literally means to ‘put under’. The skill of guessing is important for learning and navigating the unknown. If we build ideas from inaccurate information, however, we could be putting poor information under our standing on certain situations. When this happens, feelings can be hurt unintentionally from misunderstanding.

COME FULL CIRCLE- Open Ended Questions

  • What new words did you learn today about self confidence and assumptions?

  • How will being cautious about making assumptions build a more peaceful community?

  • How can we help build and support self confidence in ourselves and others?

  • How will this new knowledge help you use the Four Awesome Questions?

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