Lesson Plan
Charting Your Emotional Journey
Students will identify and chart their emotions using the five CASEL competencies as a framework, enhancing self-awareness and self-management through reflective mapping and peer sharing.
This lesson builds foundational SEL skills by helping students recognize and label their feelings, connect them to CASEL competencies, and practice expression and listening, fostering emotional literacy and supportive classroom culture.
Audience
4th Grade Class
Time
45 minutes
Approach
Hands-on emotional mapping paired with storytelling and reflection.
Materials
- Emoji Check-In, - Discovering the Five Competencies, - Charting Your Emotional Journey Template (printed copy for each student), - Story Circle Share, - My SEL Snapshot, - One Word Reflection, and - Journals or notebooks and writing tools
Prep
Prepare Materials
15 minutes
- Print copies of the Charting Your Emotional Journey Template for each student
- Queue up the Discovering the Five Competencies slide deck on the projector or interactive board
- Print or organize digital access to Emoji Check-In, Story Circle Share, My SEL Snapshot, and One Word Reflection
- Gather journals/notebooks and pencils for reflection
Step 1
Warm-Up: Emoji Check-In
5 minutes
- Display Emoji Check-In to the class
- Ask students to silently choose the emoji that matches how they feel right now and share with a shoulder partner
- Note common emotions to revisit during the lesson
- Provide printed emoji cards for students who prefer tactile cues
Step 2
Direct Instruction: Discovering the Five Competencies
10 minutes
- Present the Discovering the Five Competencies slide deck
- Briefly explain each CASEL competency with a real-life example
- Encourage students to ask questions and relate competencies to their own experiences
- Use visuals and storytelling to support English learners and diverse learners
Step 3
Core Activity: Charting Your Emotional Journey
10 minutes
- Distribute the Charting Your Emotional Journey Template
- Instruct students to plot emotions they experienced over the past day or week, labeling each point with the corresponding CASEL competency
- Circulate and prompt students to elaborate on emotional triggers and strategies used
- Offer color-coding options for students who benefit from visual organization
Step 4
Peer Activity: Story Circle Share
10 minutes
- Organize students into groups of 4–5
- Using the Story Circle Share guide, each student briefly describes a moment from their emotional chart and reflects on which competency they practiced
- Peers practice active listening and offer supportive feedback
- Reinforce respectful communication and turn-taking norms
Step 5
Reflection: My SEL Snapshot
5 minutes
- Distribute My SEL Snapshot journal pages
- Students write a short summary of their biggest insight, responding to: Which competency did you use most and why?
- Collect snapshots to assess individual understanding and growth areas
Step 6
Cool-Down: One Word Reflection
5 minutes
- Ask students to choose one word that captures how they feel after today’s lesson
- Write that word on an exit ticket using One Word Reflection
- Quickly scan responses to gauge the class’s emotional state and plan follow-up support
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Slide Deck
Discovering the Five CASEL Competencies
Today we’ll explore:
- Self-Awareness
- Self-Management
- Social Awareness
- Relationship Skills
- Responsible Decision-Making
Through stories and examples, notice how these skills show up in your life.
Welcome, everyone! Today we’re going to learn about the five CASEL competencies—key social-emotional skills that help us understand ourselves and connect with others. Introduce each competency briefly, then let students know they’ll hear real-life examples and reflect on their own experiences.
Competency 1: Self-Awareness
• Definition: Recognizing your emotions, values, and strengths.
• Example: Realizing you feel excited before a spelling bee and naming that emotion.
• Why It Matters: Helps you understand what drives your choices and set personal goals.
Explain that self-awareness means noticing and naming our feelings, thoughts, and strengths. Prompt students: “Think of a time you felt really proud—what did you notice inside yourself?”
Competency 2: Self-Management
• Definition: Regulating your emotions, thoughts, and behaviors in different situations.
• Example: Taking deep breaths or a short break when you feel frustrated with a math problem.
• Why It Matters: Keeps you focused, calm, and ready to learn.
Discuss techniques for managing emotions and behaviors. Ask: “What strategies do you use when you feel upset or distracted?”
Competency 3: Social Awareness
• Definition: Understanding the perspectives and feelings of others from diverse backgrounds.
• Example: Noticing a classmate seems lonely and inviting them to join your group.
• Why It Matters: Builds empathy and respect in our classroom community.
Highlight the importance of empathy and perspective-taking. Invite students: “Share a moment when you helped a friend who was feeling sad—how did you know what they needed?”
Competency 4: Relationship Skills
• Definition: Communicating clearly, listening actively, cooperating, and resolving conflicts.
• Example: Working with a partner on a project and taking turns sharing ideas kindly.
• Why It Matters: Helps you create strong, supportive friendships.
Explain skills for building positive relationships. Encourage students to brainstorm: “What makes a good listener and friend?”
Competency 5: Responsible Decision-Making
• Definition: Making caring and constructive choices about personal behavior and social interactions.
• Example: Thinking through consequences before choosing to share or keep a secret.
• Why It Matters: Guides you to act in ways that are safe, respectful, and fair.
Discuss making thoughtful, ethical choices. Pose the question: “How do you decide what’s right when faced with a tricky situation?”
Recap & Reflection
We’ve discovered the five CASEL competencies:
- Self-Awareness
- Self-Management
- Social Awareness
- Relationship Skills
- Responsible Decision-Making
Which competency resonates most with you? Why?
Wrap up by inviting students to pick one competency that stood out today and think of a moment they used it or want to practice it. Explain that we’ll use this knowledge in our next activity.
Warm Up
Emoji Check-In
Description: A quick visual check-in where students choose an emoji to reflect their current emotions, fostering self-awareness and empathy from the start.
Materials:
- Emoji emotion chart (poster or slide)
- Printed emoji cards (optional)
Instructions:
1. Display Emojis (2 minutes)
- Show an emoji emotion chart at the front of the class or via projector. Ensure it includes a range of feelings (e.g., happy, calm, worried, frustrated).
2. Silent Selection (1 minute)
- Instruct students to look at the chart and silently pick the emoji that best represents how they feel right now.
3. Partner Share (1 minute)
- Have students turn to a shoulder partner to share which emoji they chose and why.
4. Whole-Class Reflection (1 minute)
- Ask for a few volunteers to share their emoji and brief reason so you can gauge the class’s emotional climate.
Teacher Tips:
- Offer printed emoji cards for students who prefer a tactile option.
- Emphasize that sharing is voluntary and promotes trust.
Activity
Story Circle Share
Description: A structured peer‐sharing activity where students take turns narrating a moment from their emotional journey and practice active listening, empathy, and supportive feedback.
Materials:
- Each student’s Charting Your Emotional Journey Template
- Story Circle Prompt Sheet (printed for each group)
- Listening Prompt Cards (questions to guide peers)
- Timer or stopwatch
Instructions:
1. Form Groups (1 minute)
- Arrange students into groups of 4–5.
- Distribute a Story Circle Prompt Sheet and Listening Prompt Cards to each group.
2. Assign Roles (1 minute)
- Speaker: Shares their story.
- Listeners: Ask questions and offer feedback.
- Timekeeper: Watches the clock (2 minutes per speaker).
3. Share & Listen (10 minutes total)
- Speaker (2 minutes):
1. Briefly describe an emotion from your chart.
2. Explain the situation that triggered it.
3. Identify which CASEL competency you used.
4. Share one strategy you used or learned.
- Listeners (1–2 minutes):
• Use prompt cards such as:
– “How did you feel in that moment?”
– “What helped you calm down or stay focused?”
– “What might you try differently next time?”
• Offer positive, respectful feedback (“I appreciate how you…”).
- Rotate roles until every student has spoken.
4. Group Reflection (3 minutes)
- As a group, discuss common themes:
• Which competencies did you practice most?
• Which strategies seemed most helpful?
- Choose one insight to share with the whole class.
Teacher Tips:
- Support EL and diverse learners with sentence starters on the prompt sheet:
• “I felt __ when __ because __.”
• “Next time, I might try __ to help me __.”
- Circulate to ensure students follow respectful listening norms and stay on time.
- Provide extra time or one-on-one support for students needing it.
Journal
My SEL Snapshot
Today’s lesson helped you notice your feelings, connect them to CASEL competencies, and practice sharing with classmates. Use this journal to capture your biggest insights and set goals for your ongoing SEL journey. Take your time and write in complete sentences.
1. Reflect on a moment from your emotional chart. What emotion did you experience? Which CASEL competency did you use? Describe the situation in detail and explain why you chose that competency.
2. Think about the strategy you used to manage or express that emotion (for example: taking deep breaths, talking with a friend, using a positive self-talk statement). Why was this strategy effective for you? How did it help you practice self-management or another competency?
3. Which of the five CASEL competencies do you feel most confident in so far? Which one feels the most challenging? Explain your reasons for both.
4. Set a personal SEL goal for the coming week. Identify one small action you will take to practice this goal each day. How will you know you’re making progress? What will success look or feel like?
Remember, your journal is for you to explore and grow. Feel free to revisit these prompts later and update your reflections as you practice your SEL skills!
Cool Down
One Word Reflection
Description: A quick exit‐ticket activity where each student captures one word that sums up how they feel after today’s lesson, fostering self‐awareness and giving the teacher a pulse on the class’s emotional state.
Materials:
- Index cards, sticky notes, or pre‐printed exit tickets
- Pens or pencils
Instructions:
1. Prompt (1 minute)
- Ask students to think back on today’s activities and choose a single word that describes how they feel right now (e.g., “inspired,” “calm,” “motivated,” “tired,” “proud”).
2. Write (2 minutes)
- Distribute an exit ticket or sticky note to each student.
- Instruct them to write their chosen word clearly and, if they’d like, a one‐sentence reason on the back.
3. Share & Collect (2 minutes)
- Invite a few volunteers to hold up their word and share why they picked it (optional, 30 seconds each).
- Collect all tickets as students exit or stick them on a designated board.
Teacher Tips:
- Emphasize there are no “wrong” feelings—every response helps you understand their needs.
- Review the words quickly to identify patterns (e.g., many students feeling “tired” may signal a need for a brain break tomorrow).
Word Entry: