Emotional Intelligence Intro

Unit Overview: Emotional Intelligence in Action

This 10-lesson unit guides Year 5 students through understanding components of emotional intelligence, focusing on recognizing emotions, self-awareness, regulation, empathy, communication, and strategies for wellbeing. Lessons align strongly with NSW Health curriculum, particularly addressing outcomes PH3-IHW-01 and PH3-CWT-01, developing students' understanding of identity, wellbeing, and communication through written and oral texts.

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Lesson 5: Introduction to Self-Regulation

Duration: 45 minutes Class Size: 25 students

Curriculum Links

• PH3-IHW-01: Examine and explain factors influencing identity, health, and wellbeing of individuals and groups.
• PH3-CWT-01: Creating written texts supports understanding of health, safety, and wellbeing.

These outcomes require students to understand internal factors (like emotions and self-regulation) that influence identity and practicing communication strategies around wellbeing.

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Lesson Objective (WALT)

We Are Learning To explain what self-regulation involves.

Success Criteria

• Define self-regulation in their own words.
• Give one clear example of self-regulation in daily life.

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Differentiation Strategies

• Auditory learners: Storytelling approach with a relatable narrative demonstrating self-regulation challenges and responses.
• Visual learners: Use of clear, colourful flowcharts illustrating the self-regulation process step-by-step.

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Resources

• Whiteboard and markers
• Printed flowchart diagrams on self-regulation
• Short story script (prepared by teacher) for storytelling
• Paper and pencils for writing activity
• Emotion flashcards (optional)

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Lesson Plan Breakdown

Time	Activity	Details
0–5 mins	Introduction	Gather students, briefly recap previous lessons about emotional intelligence and feelings. Introduce today’s focus: self-regulation. Display WALT and success criteria. Engage students by asking “What do you think self-regulation means?” Collect ideas verbally.
5–15 mins	Storytelling (Auditory Group)	Teacher reads a short story featuring a child in a challenging situation (e.g., feeling angry before a test). Pause and discuss the child’s feelings and choices. Highlight moments where self-regulation helped or could have helped. Invite student reflections.
5–15 mins	Flowchart Exploration (Visual Group)	Show or hand out a simple, colourful flowchart illustrating the self-regulation process: Recognise feeling → pause → choose response → act. Discuss each step together, inviting students to share examples or questions.
15–25 mins	Whole Class Discussion	Combine groups to share insights. Clarify the meaning of self-regulation: managing feelings and impulses to behave in a helpful way. Write a student-friendly definition on the whiteboard. Discuss importance of self-regulation for identity and wellbeing.
25–35 mins	Individual Writing Task	Students write one sentence defining self-regulation and give one personal example (e.g., taking deep breaths when upset, waiting their turn). Provide sentence starters for support if needed (“Self-regulation means...”, “An example of self-regulation is...”).
35–42 mins	Sharing and Feedback	Invite several students to share their definitions and examples. Provide positive feedback, reinforcing understanding and use of vocabulary.
42–45 mins	Plenary & Reflective Question	Summarise what was learned. Ask each student to think about one time they could use self-regulation this week. Optionally, students can share with a partner. Remind students this is Lesson 5 of 10 in the unit.

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Assessment

• Formative assessment through observation of discussion and story engagement.
• Collection of written sentences to verify understanding of definition plus personal example of self-regulation as per success criteria.

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Teacher Notes

• This lesson builds on prior learning about emotional intelligence basics and introduces a foundational component of emotional wellbeing.
• Storytelling is powerful to engage auditory learners and contextualise self-regulation in real-life situations.
• Flowchart visuals scaffold understanding and support students who need concrete representations.
• Reinforcing student voice in discussing personal examples links learning to identity and promotes self-awareness.

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Overview of All 10 Lessons in the Unit

Lesson 1: What is Emotional Intelligence?

WALT: Identify and explain emotional intelligence. Success Criteria: Define emotional intelligence; name at least two emotions.

Lesson 2: Recognising Emotions

WALT: Recognise different emotions in self and others. Success Criteria: Identify emotions from facial expressions or scenarios.

Lesson 3: Understanding Our Feelings

WALT: Explain why feelings matter to identity and wellbeing. Success Criteria: Describe how emotions affect choices and behaviour.

Lesson 4: Self-Awareness

WALT: Explore and articulate own emotional responses. Success Criteria: Name feelings experienced recently and their causes.

Lesson 5: Introduction to Self-Regulation

As detailed above.

Lesson 6: Strategies to Manage Emotions

WALT: Identify strategies to calm down or manage feelings. Success Criteria: Describe at least two strategies and when to use them.

Lesson 7: Empathy and Understanding Others

WALT: Understand empathy and why it is important. Success Criteria: Give examples of showing empathy in school or home.

Lesson 8: Communication Skills and Emotions

WALT: Explain how communication affects emotions and relationships. Success Criteria: Practice respectful communication in role-plays.

Lesson 9: Problem Solving and Emotional Responses

WALT: Use emotional intelligence to solve everyday problems. Success Criteria: Suggest solutions that consider feelings of self and others.

Lesson 10: Reflecting on Emotional Intelligence

WALT: Reflect on learning and plan ways to practice emotional intelligence daily. Success Criteria: Set a personal goal related to emotional intelligence.

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This plan ensures alignment with NSW Health curriculum outcomes PH3-IHW-01 and PH3-CWT-01 by developing understanding of identity and wellbeing through reflective and communicative health knowledge and practices. It incorporates multisensory differentiation and scaffolded activities appropriate for Australian Year 5 students in a 45-minute lesson format, carefully balancing conceptual understanding with practical application and student engagement.