Activity Overview
Colors often indicate mood or emotions, and students often have different interpretations of colors. Using the provided template, students will describe and illustrate what each color makes them feel when they look at it. The example for this activity includes words and pictures, but teachers may customize the amount of writing depending on the age and needs of their students.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Describe and illustrate how looking at certain colors makes you feel.
Student Instructions
- Click “Start Assignment”.
- In each section of the wheel, write a word that states how each color makes you feel.
- In each section of the wheel, add a character and some items that illustrate the feeling that you have chosen.
Lesson Plan Reference
- [ELA-Literacy/SL/1/1] Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
- [ELA-Literacy/SL/2/2] Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
- [ELA-Literacy/SL/4/1] Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The descriptions are clear and at least two sentences. | The descriptions can be understood but it are somewhat unclear. | The descriptions are unclear and are not at least two sentences. |
| Illustrations | The illustrations represent the descriptions using appropriate scenes, characters and items. | The illustrations relate to the descriptions, but are difficult to understand. | The illustrations do not clearly relate to the descriptions. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Frequently Asked Questions about Social Emotional Learning- Color Wheel of Emotions
Introduction to the Wheel of Emotions
Start the lesson by introducing the concept of emotions and their role in resilience. Present the "Wheel of Emotions," a visual tool that represents different emotions and their relationships. Discuss the idea that understanding and managing emotions can contribute to building resilience. Display a large version of the Wheel of Emotions and go over some of the emotions it represents.
Exploring Emotions
Provide students with individual copies of the Wheel of Emotions or draw a simplified version on the board. Ask students to choose an emotion from the wheel that they have experienced recently or that they think relates to building resilience. They can write it down or mark it on their copies. Have students reflect on situations or challenges in which they've felt this emotion and what they did to cope with it.
Group Discussion and Resilience Strategies
Lead a group discussion where students share the emotions they selected and the situations they associate with those emotions. Encourage students to brainstorm and discuss strategies for managing these emotions in a resilient way. For example, if a student chose "frustration," they might discuss ways to cope with frustration constructively, such as deep breathing or seeking help. Highlight the idea that resilience involves recognizing and appropriately responding to emotions, even difficult ones.
Applying Resilience Strategies
Have students choose one or more resilience strategies discussed in the group to apply to a real-life situation. Ask them to write or illustrate how they can use these strategies in a specific scenario where they might face challenges or negative emotions. Encourage students to share their strategies with the class if they are comfortable doing so.
Frequently Asked Questions about Social Emotional Learning - Color Wheel of Emotions
How can the Color Wheel of Emotions be helpful in understanding and managing emotions?
The Color Wheel of Emotions serves as a valuable visual aid in understanding and managing emotions. By associating emotions with specific colors, it simplifies the complexity of human feelings, making it easier for individuals to identify and label their emotions. This visual framework promotes self-awareness, enhances emotional vocabulary, and facilitates communication about emotions. When individuals can accurately identify their feelings, they are better equipped to manage them effectively, fostering emotional well-being and healthier interpersonal relationships.
What are some limitations or criticisms of the Color Wheel of Emotions as a model for understanding emotions?
While the Color Wheel of Emotions is a useful tool, it does have limitations. It simplifies the intricate landscape of human emotions and may not fully capture the individual and cultural variations in emotional experiences. Critics argue that it oversimplifies emotional diversity, potentially reducing it to rigid color associations. Additionally, the model lacks a strong empirical basis and may not accurately represent the complex interplay of emotions, which can vary greatly from person to person.
What are the key components to include in worksheets for teaching the Color Wheel of Emotions?
Key components for effective Color Wheel of Emotions worksheets include thought-provoking questions that encourage students to associate specific emotions with colors, fostering self-reflection and emotional exploration. Worksheets should allow students to create their own color-emotion associations, promoting individuality and personal interpretation. Open-ended questions and practical exercises that enable students to apply the color-emotion concept to real-life situations are essential, as they encourage a deeper understanding of emotions and their associations with colors.
What potential challenges or pitfalls should educators be aware of when using storyboards and worksheets to teach the Color Wheel of Emotions?
Educators should be aware of several potential challenges when using storyboards and worksheets. One challenge is the risk of oversimplifying the richness of human emotions by reducing them to a set of color associations. Additionally, cultural variations in color-emotion associations can pose challenges, as colors may carry different meanings in various cultures. Educators should emphasize that the Color Wheel is a tool for exploration, not an absolute guide, and encourage students to interpret emotions individually and contextually. Lastly, the risk of students perceiving emotions as formulaic may need to be addressed, as emotions are complex and multifaceted.
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