Growing Emotional Strength

Date: Friday, December 12, 2025

Grade: 7th & 8th

Duration: 60 Minutes

Class Size: 25 Students

Subject: Health – Social Emotional Learning (SEL)

Common Core State Standards Alignment

CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS.ELA-LITERACY.RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Learning Objectives ("I Can" Statements)

Students will be able to:

I can recognize and label my emotions in different situations.
I can explain how my emotions affect my behavior and relationships.
I can demonstrate strategies to manage emotions positively during challenging moments.
I can participate in group discussions by sharing my feelings respectfully and listening actively to others.

Success Criteria

Students accurately identify emotions using provided visual aids and vocabulary.
Students give examples of how emotions influenced past personal experiences or characters in a story.
Students participate in role-playing exercises showing appropriate emotional regulation strategies.
Students contribute thoughtfully to a circle discussion without interruptions and reflect on others' perspectives.

Materials Needed:

Emotion flashcards with visual icons and dyslexia-friendly fonts
Handout with emotional vocabulary in dyslexia-friendly font and formatting
Scenario cards for role-playing emotional regulation
Whiteboard and markers
Reflection journals or worksheets
Comfortable seating arranged in a circle

Lesson Breakdown

1. Warm-Up & Introduction (10 minutes)

Begin with a mindfulness breathing exercise (2 minutes) to center attention.
Show emotion flashcards one by one; ask students to name the emotion (e.g., happy, frustrated, anxious). Use visuals and simple language to accommodate diverse learners, including dyslexic students.
Discuss: “Why is it important to recognize our emotions?” Write student responses on the board.

2. Reading & Emotional Identification (15 minutes)

Read aloud a short, dyslexia-friendly narrative describing a middle school student experiencing complex emotions (text printed with clear, sans-serif font, larger spacing, and high-contrast colors).
Students highlight or underline words that describe emotions (mutual aid or with teacher support for students who need it).
Class discussion: Identify emotional triggers and responses in the story. Use guiding questions to encourage deep thinking and citation of textual evidence (aligns with CCSS RI.7.1).

3. Role-Play Activity: Managing Emotions (20 minutes)

Divide students into groups of 4-5.
Each group receives a real-life scenario card (e.g., dealing with anger after a failed test, managing anxiety before a presentation).
Groups role-play a scenario and then brainstorm healthy strategies (e.g., deep breathing, positive self-talk, asking for help).
Rotate roles to allow everyone a chance to participate.

4. Group Discussion & Reflection (10 minutes)

Circle time to share what strategies worked and how students felt during role-plays (aligns with CCSS SL.7.1).
Prompt reflection in journals: “I today learned that when I feel __________, I can __________ to help myself.”

5. Closing & Extension Activity Optional (5 minutes)

Summarize key takeaways.
Provide an extension activity for advanced students: Research and present on a social-emotional skill they can teach peers.
Optional: For at-home practice or early finishers, students create an emotion wheel or comic strip illustrating emotional regulation techniques.

Differentiation Strategies

Learner Type	Strategy	Reason/Benefit
Dyslexic learners	Use dyslexia-friendly fonts, color-coded highlights, and audio support	Supports decoding, comprehension
ELL students	Use visuals paired with vocabulary; allow first language discussion	Enhances understanding and language acquisition
Students with ADHD	Incorporate movement breaks during role-play; allow fidget tools	Increases engagement and focus
Advanced learners	Assign extension research project or peer teaching role	Challenges critical thinking and leadership skills
Students with anxiety	Allow private reflection option; pair rather than group role-plays	Reduces stress, increases comfort and participation

Dyslexia-Friendly Reading Options

Use high-contrast paper background (off-white or light yellow).
Provide printed copies using Open Dyslexic or Arial font, 14–16 pt size.
Break reading into short paragraphs with bullet points or images.
Use audiobooks or teacher read-alouds in conjunction with text.
Provide glossaries for vocabulary to scaffold understanding.

Assessment

Informal assessment through observation of role-play engagement and group discussion contributions.
Review students’ reflection journals for accurate emotional labeling and appropriate coping strategies.
Collect exit tickets: students write one “I can” statement describing a strategy they will try.

Teacher Reflection Questions (Post-Lesson)

Which emotional regulation strategies did students gravitate towards, and why?
How effectively did the reading support emotional understanding?
Were all students engaged during group activities? How did differentiation impact learning?
How can future lessons deepen emotional awareness and resilience?

Designed to cultivate emotional intelligence, this engaging lesson equips middle school learners with lifelong skills in emotional recognition, management, and respectful communication, promoting healthier minds and communities.

Teaching Instructions