Activity Overview
Sometimes it can be difficult for children of all ages to put their unhappy or angry feelings into words, even though talking about these feelings makes us feel better. For this activity, students will engage with social emotional learning topics and think about a time when they were sad or angry, and what they did to feel better, and illustrate it in a social story. Students may also make up a scenario if they cannot think or, or are uncomfortable using a real one. Be sure to remind students not to use real names if it is a real memory.
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: Create a social story, real or made up, that illustrates a scenario with unhappy or angry feelings.
Student Instructions
- Click “Start Assignment”.
- Use the provided blank template to begin your assignment.
- Write out the story in the description boxes. Be sure to include a cell at the end that shows the outcome or the solution if possible.
- Illustrate each description using appropriate Storyboard That art.
- Save and Exit!
Lesson Plan Reference
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. |
Activity Overview
Sometimes it can be difficult for children of all ages to put their unhappy or angry feelings into words, even though talking about these feelings makes us feel better. For this activity, students will engage with social emotional learning topics and think about a time when they were sad or angry, and what they did to feel better, and illustrate it in a social story. Students may also make up a scenario if they cannot think or, or are uncomfortable using a real one. Be sure to remind students not to use real names if it is a real memory.
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: Create a social story, real or made up, that illustrates a scenario with unhappy or angry feelings.
Student Instructions
- Click “Start Assignment”.
- Use the provided blank template to begin your assignment.
- Write out the story in the description boxes. Be sure to include a cell at the end that shows the outcome or the solution if possible.
- Illustrate each description using appropriate Storyboard That art.
- Save and Exit!
Lesson Plan Reference
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. |
How to Differentiate Feelings Social Stories for Diverse Learners
Introduction to Differentiated Instruction
Begin the lesson by explaining the concept of differentiated instruction and its significance in meeting the diverse needs of students. Discuss the goals of the lesson: to create feelings social stories that cater to the unique learning styles, abilities, and language proficiency levels of diverse learners.
Needs Assessment
Have students reflect on the diversity within the class, including differences in learning styles, abilities, and language proficiency. Ask students to identify their preferences and needs when it comes to learning, especially in the context of social stories about feelings. Discuss examples of diverse learners' needs and preferences to make it relatable for all students.
Group Work
Divide the class into small groups based on shared characteristics or needs, such as language proficiency, learning style, or ability level. Provide each group with a different emotion or scenario for their feelings social story. Ensure that the scenarios are tailored to their specific needs. Instruct each group to create a feelings social story that takes into account their shared characteristics and preferences.
Presentation and Reflection
Have each group present their differentiated feelings social story to the class. Encourage students to reflect on the different approaches used in the stories and discuss how the stories addressed their specific needs. Conclude the lesson by highlighting the importance of differentiation in education and how it can make learning more accessible and effective for all students.
Frequently Asked Questions about Social Emotional Learning - Feelings Social Story
What is the purpose of Feelings Social Stories, and who are they designed to help?
Social Stories serve the primary purpose of helping individuals, particularly those with autism spectrum disorders or other developmental challenges, understand and manage their emotions effectively. These stories are designed to guide individuals in recognizing and expressing their feelings in socially appropriate ways. They cater to a broad audience, from children to adults, who may face challenges in comprehending and navigating the complex landscape of emotions and social interactions. Feelings Social Stories provide valuable tools to enhance emotional intelligence and social skills, making them applicable in educational, therapeutic, and personal settings.
Can you provide examples of common emotions or feelings addressed in Feelings Social Stories, and how are they typically presented?
Social Stories often address a range of common emotions such as happiness, anger, sadness, fear, excitement, frustration, and more. These emotions are presented using clear and descriptive language, along with visual aids, which can include images or drawings. The stories help individuals identify these emotions in themselves and others, understand the situations that trigger them, and offer guidance on appropriate responses and coping strategies. By incorporating relatable scenarios, these stories allow readers to connect their feelings to real-life experiences, making the content more accessible and memorable.
What are the strategies for assessing and evaluating the effectiveness of Feelings Social Stories, especially when they include storyboards and worksheets, in helping individuals recognize and manage their emotions?
Evaluating the effectiveness of Feelings Social Stories can involve several strategies. One key method is observing the individual's ability to recognize and appropriately express emotions in real-life situations. Feedback from educators, therapists, or caregivers can provide valuable insights into the impact of these stories. Additionally, the use of quizzes or worksheets that assess comprehension and application of the content can be beneficial. Storyboards play a crucial role in visual learning, and their effectiveness can be assessed through the individual's engagement and ability to relate the visual content to emotional understanding.
What strategies can educators and therapists use to ensure that Feelings Social Stories are engaging and effective for learners?
Educators and therapists can employ several strategies to ensure the engagement and effectiveness of Feelings Social Stories. First, personalization is vital; tailoring stories to the individual's experiences and emotions makes them relatable. Visual aids, including storyboards, enhance engagement and understanding. Interactivity, such as discussing the story and applying its lessons in practical exercises, keeps learners engaged. Finally, regular review and reinforcement of these stories in various contexts help solidify emotional understanding and management.
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