[Teen Living]

Emotions & Transitions

Overview:
Students will come up with analogies for emotions and behaviors associated with teenage transitions.

[9-10] [Class Dates]

Teaching Materials
Paper Possibly pictures depicting each analogy

Standard 1/Objective 2: (Cognitive Domain & Levels 1, 4)

Discuss and analyze the various emotions associated with the teenage transitions. Compare positive and negative methods of expressing and communicating emotions. Identify the consequences of controlled and uncontrolled emotions on individuals, families and communities (legal, mental, social, ethical, physical, and financial). Define stress (stressor, eustress, distress, stress reducer).

Other Resources/Technology
Nullam dignissim interdum est vitae fermentum. Morbi id sem a sem convallis gravida sed quis leo. Etiam at volutpat mauris. Donec eget congue augue.

Introduction/Set Induction (10 minutes):

Briefly explain what an analogy is and how to come up with one. Give an example such as, A leader is like.a road sign. It is constant and will always guide the way. Or A leader is like.a rubber band. Strong enough to hold, but flexible at the same time. PHASE 1: Description of Present Condition (10 minutes): Students will be asked to come up with an analogy for the following words: -Emotions..are like a roller coaster. They can go up and down. -Stress..is like a rocking chair. Its something to do but gets you nowhere. -Transition..is like climbing through a tunnel. You never know whats at the end, but its better than where youre at. -Control..is like paperclip. You can hold everything together and still be organized.

[Emotions & Transitions]

Lesson Body (30 minutes): (Teen Living/Synetics)

Synectics: PHASE 2: Direct Analogy (5 minutes): Students will write on a piece of paper other analogies for each one. In pairs students will discuss their ideas and come up with more if possible. Students will then share with the class their ideas. Students will write their ideas on the board. PHASE 3: Personal Analogy (10 minutes): Students will choose an analogy and write on paper what that may feel, smell, and look like. They will share with a different partner and then the class. PHASE 4: Compressed Conflict (10 minutes): Students use a multiple analogies to describe what feeling transition is like, being emotions is like, being stress is like, and what control is like. Students will also find similarities between each of them. Some similarities may include: Who? What? When? Where? PHASE 5: Direct Analogy (5 minutes): Student will create a more compressed analogy about transition, emotions, being stressed, and control. Students will create this direct analogy to be turned in to teacher for assessment.

Summary/Closure (5 minutes):
PHASE 6: Re-Examination of Original Task (5 minutes): Students discuss their experience creating analogies about feeling alone, being alone, being rejected, and social rejection. Have students created an opinion and give examples of each one?

Assessment/Evaluation:
Students will be assessed on their analogy that is turned in.

[Emotions & Transitions]