MBE Pilot October 2016
I am
READY!
Unit 5 Awareness Lesson
What Am I Feeling?
FACILITATOR GUIDE
MBE Pilot October 2016
MBE Pilot October 2016
What Am I Feeling?
5UNIT FIVE
Unit Overview
The unit overview provides a ‘big picture’ explanation of the unit’s content.
MOBILE TEXT PRIMER:
What's your favorite song or poem? How do those words make you feel? Share with us in class today!
LEARNER OBJECTIVES:
Learners will be able to:
Ÿ Describe the difference between biological emotions and feelings
Ÿ Describe how emotions and feelings are formed using the REACT model as a guide
Ÿ Describe the role of emotion and feelings in our behavior
OV ERVI EW
Ÿ Identify potential self destructive behaviors associated with not learning how to regulate
emotions and behaviors.
Ÿ Describe the potential application of 'R' and 'E' of the REACT Tool when given a scenario
Ÿ Describe the short term and long term benefit of engaging the 'R' and 'E' of the REACT Tool
when given a scenario
Ÿ Identify 3 potential feelings that are creating challenges in tense situations
132 UNIT FIVE
GUIDING
QUESTIONS:
This unit will provide an introduction to understanding the relationship
between feelings and biological emotions. In this unit, Learners are
introduced to the first two steps (skills) of the REACT Tool. These skills help
Learners recognize and identify feelings and emotions that underly
them. This recognition and identification leads to greater self control
and helps Learners increase their self-awareness. Long term, practicing
REACT helps Learners increase their self control and regulation.
What is the difference between
emotions and feelings?
How can recognizing and
identifying feelings and
emotions help me increase self
awareness and develop more
self control?
What are the short and long
term consequences of not
regulating my feelings?
KEY VOCABULARY:
Biological Emotions:
Feelings:
Negative or positive mental
state as communicated by
the Amygdala in response to
situations and environments.
Often accompanied by a
physical response.
Mental associations and
reactions to emotions that
are influenced heavily by
experience, beliefs, and
memories. Feelings occur
after having an emotion.
Short Term Costs:
Long Term Costs:
The immediate or impending
result or consequence of
engaging in a behavior.
A consequence or result
occurring months after
engaging in or repeating a
short term behavior.
What are the short and long
term consequences of learning
how to regulate my feelings?
What feelings are creating
challenges for me in my life?
What emotions underly these
feelings?
OVER VI EW
PURPOSE:
MBE Pilot October 2016
What Am I Feeling?
ENTRY
POINT
5UNIT FIVE
Entry Point Overview
The Entry Point instructional set creates curiosity, elicits prior knowledge, and introduces a unit’s topic.
Entry Point Activities are discovery based (when possible) and provide a common experience and context
for exploring a topic. Entry Point Activities manage Learner risk, create curiosity, and prime the Learner for the
Keystone Events.
RESOURCES:
✓Image
✓Learner Guide
ENT R Y PO INT
LEARNER
GUIDE
✓Mood Cards
✓Statement Cards
✓FOCUS Debrief Cards
✓Three Point Processing Cues
134 UNIT FIVE
Learners examine an image of a mother and baby and predict moods
each can express. Learners will determine that we are born with
biological emotions to help us survive, but that feelings are developed
through our experiences.
Learners then play a game that helps Learners identify feelings from a
given context (scenario). This activity primes Learners for the important
skill of labeling their emotions, or establishing emotional awareness.
LEARNER GUIDE:
Goals and
☑Achieve
Commitments:
☑Critical/Enlightened
Thinking, Arriving at My Own
Conclusions:
My Comfort Zone,
☑Leaving
Opening Myself Up to New
Experiences:
There is no Learner Guide Task associated with the Entry Point.
However, Learners can refer to their Learner Guides to find the
image featured in the Opening Ritual.
☐Persistence, This Is Hard Work:
Thorny Conflicts and
☐Solving
Problems:
Changing
☐Flexibility,
Strategies for Better Results:
Do Not Get Nailed to My
☐IFrustrations
and Anger:
Focused On the Moment:
☑
Level Communication:
☑
EN T R Y POI N T
NINE STEPS TO
OPPORTUNITY
PURPOSE:
MBE Pilot October 2016
OPENING RITUAL STEPS
ENTRY
POINT
5
Opening Ritual
UNIT FIVE
Opening Rituals are fast paced and energetic activities that establish the tone and energy of the lesson and
introduce the lesson’s theme. Opening Rituals create safety, support, and sense of belonging and norm the
expectation for participation and interaction.
Chunk One: Get READY!
Learners use discovery to
interpret an image about
emotional awareness
and make connections to
behavior.
Fast-Paced Opening Activity
(Less than 10 minutes)
Chunk Two: Baby Moods
Image Exploration, Pairs
Mediator posts an image of a mother holding up a baby. Mediator
asks Learners to locate the image and space provided for notes in their
Learner Guide.
Says:
With a standing partner, let's look at this image. First, let's think
about the baby in the image. With our partners, let's talk about
which moods this baby would be able to express and write our
ideas in the space provided.
Mediator cues Learners to find their partners and share their general
ideas about the image.
OPE NING RI T UA L
Chunk Three: Baby Brainstorm
Social Interaction Loop, Pairs
Mediator cues Learners to pause and facilitates a group discussion to
capture observations. As the group members shares their observations,
Mediator (or Learner volunteer) writes the moods on a flip chart.
Says:
Let's create a list of the different moods that can be expressed by
a baby. Let's capture the list on this flip paper. Please let's call out
the moods we identified so we can make a large list.
136 UNIT FIVE

Mediator Tip:
Image exploration activities
help Learners develop
visualization skills. Visualization
is a cognitive processing
skill that helps reduce
the demand on working
memory as Learners process
information. Visualization also
aids in efficiency with memory
encoding and recall.

Content Tip:
The list of baby moods will be
relatively short compared to
the list that Learners create
for the mother. A baby is still
developing emotions and
feelings and therefore there
are limitations on what a baby
is able to express. The baby
is most concerned with what
it needs to survive. As it grows
and gains more life experience
it will be able to express
more learned feelings, but
in its infantile state, the baby
will express more biological
emotions.
OPEN I N G R I T U A L
LEARNER GUIDE PREVIEW:
Chunk Four: Mommy Moods
Image Exploration, Individual
Learners revisit the image of a mother holding up a baby.
Says:
This time, let's look at the image and think about the mother. With
our partners, let's talk about which moods the mother would be
able to express and write our ideas in the space provided.
Mediator cues Learners to share their general ideas about the
image with their partners.

Mediator Tip:
Learners prefer to discover
information rather than being
told information. Create
curiosity and increase interest
as Learners predict answers
prior to being told.
Chunk Five: Mommy Brainstorm
Social Interaction Loop, Pairs
Mediator cues Learners to pause and facilitates a group discussion to
capture observations. As the group members share their observations,
the Mediator (or Learner volunteer) writes the moods on a flip chart.
Says:
Let's create a list of the different moods that can be expressed by
the mother. Let's capture the list on this flip paper. Please let's call
out the moods we identified so we can make a large list.
Chunk Six: Whole Group Discussion
Social Interaction Loop, Whole Group
Mediator facilitates a group discussion that primes the lesson content
using the image.
Says:
We were able to identify very different moods for the baby and
the mother. This list is very interesting! The moods we listed for the
mother are much longer than the baby. Why is this? (DoK 3)

Content Tip:
The READY Model illustrates the
process for transformational
growth and cognitive
change. The curriculum will
continually revisit the READY
model to reinforce how
each unit supports a learners
transformational growth and
cognitive change.
MBE Pilot October 2016
OPENING RITUAL STEPS
ENTRY
POINT
5
Opening Ritual
UNIT FIVE
Opening Rituals are fast paced and energetic activities that establish the tone and energy of the lesson and
introduce the lesson’s theme. Opening Rituals create safety, support, and sense of belonging and norm the
expectation for participation and interaction.
Driving Point:
Today, we will look at the difference between emotions and
feelings. We will identify the difference between them and talk
about why the mother can express both, but the baby can only
express one. READY?
Chunk Seven: Whole Group Discussion
Social Interaction Loop, Whole Group
Content Tip:
The READY Model is taught with
an acronym. Each letter of the
acronym represents a critical
step of the cognitive change
process.
READY Acronym:
Remember our READY Model?
Recognition
Engage new skills
Application, practice,
management
Development of a community
of support
Yes I can!
Our READY Model outlines the sequence of steps that the we use for transformation.

Mediator pauses Learners and facilitates a group discussion on
reviewing the READY acronym.
Says:
Mediator Tip:
What does the 'E' in READY represent? (DoK 1)
The less familiar we are with
content, the more frequent
review we need. Review
content often, frequently, and
all the time to support retention
of new ideas and knowledge.
What does the 'A' in READY represent? (DoK 1)

What does the 'D' in READY represent? (DoK 1)
Learners maintain motivation,
momentum, and engagement
when learning experiences are
both relevant and valuable.
The READY Model reinforces
the relevancy of each unit's
learning objectives and
outcomes.
When I say go, let’s turn to our partner and review the READY
Model.
What does the 'R' in READY represent? (DoK 1)
OPE NING RI T UA L

What does the 'Y' in READY represent? (DoK 1)
Driving Point:
How will we use the READY Model this week?
The letter 'R' of READY is "recognition of behavior."
138 UNIT FIVE
Mediator Tip:
OPEN I N G R I T U A L
LEARNER GUIDE PREVIEW:
This lesson will specifically focus on recognizing the difference
between emotions and feelings and how recognizing this
difference can give us better control over our feelings. We will also
learn to recognize behaviors that are the product of the Reward
and Reinforcement Cycle.
The letter 'E' of READY is "engage a new skill." We will focus on the
first two steps of the REACT Tool. These skills will help us recognize,
identify and label emotions, feelings, and thoughts in tense
situations so we can practice better self-control. The focus of the
next three units is to learn skills that help us react in emotionally
charged situations. Additionally, in this unit, we will also engage
in a review of self-destructive behaviors to determine potential
negative emotions and feelings that we are subjecting to the
Reward and Reinforcement Cycle.
It is critical to understand the difference between REACT
interactions and RESPOND interactions.
RESPOND interactions are interactions that engage our
interpersonal and relationship building skills. These interactions
comprise the bulk of our daily communication. These
interactions are not tense or emotionally charged. In RESPOND
communication, we make requests, apologize, negotiate, and
initiate conversation. We will examine tools to help us in these
interactions in units 8-12.
REACT interactions are potentially volatile, emotionally charged
and highly tense interactions. REACT interactions are urgent.
In units 5,6, and 7, we will explore how to react in emotionally
charged situations. REACT is an acronym. Each letter represents
a specific skill needed to successfully learn how to REACT with
dignity and grace. This week, we are focusing on REACT skills.
The letter 'A' of READY is "apply and practice."
In this unit's lab, we will apply the first two steps ('R' and 'E') of the
REACT Tool to the context of our personal lives. We will also use
the Reward and Reinforcement Cycle to practice determining
the short term rewards associated with self destructive behaviors.
Additionally, we will practice 'R' and 'E' skills of the REACT Tool

Content Tip:
REACT and RESPOND
interaction skills are organized
in the curriculum using
acronyms.
Each letter of REACT
corresponds with a specific
tool for helping Learners
navigate emotionally charged
interactions.
Each letter of RESPOND
corresponds with a specific tool
for helping Learners navigate
interpersonal interactions.

Mediator Tip:
Struggling Learners need
frequent repetition and
rehearsal. Integrate reviews
and rehearsals into curriculum
and instruction to ensure
that Learners have ample
opportunities to revisit
information. Additional cues for
review of the REACT Model can
be found in Unit 3.
MBE Pilot October 2016
OPENING RITUAL STEPS
ENTRY
POINT
5
Opening Ritual
UNIT FIVE
Opening Rituals are fast paced and energetic activities that establish the tone and energy of the lesson and
introduce the lesson’s theme. Opening Rituals create safety, support, and sense of belonging and norm the
expectation for participation and interaction.
during the upcoming week using the SMART goal that we create
during our lab.
The letter 'D' of READY is for "develop a community of support."
We will further develop our community of support this week by
working with our accountability partners and our transformation
circle.
Additionally, outside of class, we will make commitments to
interact with our mentor and our support group.
We have a big week of transformation ahead of us.
To meet the challenges for the week, we must have a positive
attitude and belief in ourselves.
Can you do it? Say it with me,
"Yes, I can!". This is the 'Y' in the READY acronym.
OPE NING RI T UA L
Mediator transitions to the Entry Point Activity.
140 UNIT FIVE
OPEN I N G R I T U A L
LEARNER GUIDE PREVIEW:
MBE Pilot October 2016
ACTIVITY STEPS
ENTRY
POINT
5
Entry Point Activity
UNIT FIVE
Entry Point Activities are low risk and high participation activities. Low risk and high participation activities
increase Learner comfort with content and positively influence Learner engagement. Entry Point Activities are
divided into a series of bite-sized chunks that break content and facilitation into digestible chunks for both
Mediators and Learners.
Chunk One: Get READY!
Learners play a game to
practice identifying and
recognizing emotions and
feelings.
Situational Interest Activity
(approx 20 minutes)
Chunk Two: Get Set!
Instructions,  Whole Group
Mediator cues Learners to form groups of 4-5 and distributes Mood
Card Sets (Mood Cards and Statement Cards) to each group.
Mediator provide Learners with activity directions.
Says:
ENT R Y PO INT
Let's play a game. To play this game, we need to form groups of
4-5 people. Each group needs two decks of cards. When I say go,
we need two things: find our group and collect our cards. READY?
Go!

Mediator Tip:
CUT directions by providing
clear chunks, a check for
understanding, and a trigger to
engage in the request.
C: When I say go, we will do
two things: find a group and
collect our cards.
U: Questions?
T: Go!
Each group should have a deck of Mood Cards and a deck of
Statement Cards.

Let's choose one member of our group to act as the dealer.
Deliver instructions for game
play in small pieces, or chunks.
Chunking is a cognitive load
reduction strategy that breaks
information down into bitesized pieces so the brain
can more easily digest new
information. This reduces
chaos and prevents behavior
management issues.
Dealers please rise. (Mediator pauses to allow Learners to choose
their dealer) Thank you dealers! Let's clap for them. (Group claps
for the dealers.)
Dealers, please shuffle the Mood Cards and when cards are
shuffled and READY, dealers please sit down.
Mediator models the Player One (Moody Person) in each step of the
instruction as they explain how to play the game.
The objective of this game is to correctly guess as many Moods as
possible. You are competing against your peers in your group.
142 UNIT FIVE
Mediator Tip:
Each round of play is divided into five steps. In each round, there is
a 'moody person', who is responsible for demonstrating the 'mood'
to his or her peer and there are the peers who are responsible for
guessing.
Moody person earns points for each correct guess. Peers earn
points by guessing correctly.
Review of the Steps
Step One: Moody Person draws a statement card.
Mediator draws a Statement Card.
Example Statement Card says " I am going to the market, do you want
to go?"
Step Two: Dealer places five Mood Cards face down in front of
Moody Person.
Dealer lays five Mood Cards face down on the table.
Step Three: Moody Person collects the five cards, shuffles, lies them
face down, and blindly chooses one.
Mediator picks a Mood Card from five Mood Cards on display and
looks at the card but does not share the card with anyone.
Mediator returns the card to the dealer who shuffles the cards and the
lays the cards face UP for all participants to see.
Step Four: Dealer reshuffles cards and lays the 5 cards down face
UP so all members can see
Step Five: Moody Person reads the Statement Card aloud while
attempting to convey the mood from the drawn card.
Mediator reads the statement "I am going to the market, do you want
to go?" aloud while attempting to convey the mood from the drawn
card.
EN T R Y POI N T
LEARNER GUIDE PREVIEW:
MBE Pilot October 2016
ACTIVITY STEPS
ENTRY
POINT
5
Entry Point Activity
UNIT FIVE
Entry Point Activities are low risk and high participation activities. Low risk and high participation activities
increase Learner comfort with content and positively influence Learner engagement. Entry Point Activities are
divided into a series of bite-sized chunks that break content and facilitation into digestible chunks for both
Mediators and Learners.
Step Five: Remaining group members analyze Moody Person and
guess the mood from the five Moody Card choices. After all guess
are provided, Moody Person reveals the Mood Card.
Points are tallied. Moody Person earns points for each correct
guess. Peers earn points by guessing correctly.

Next round begins as Player One shuffles the Mood Card Deck
and Statement deck and deals to the next Moody Person.
Learners form ownership over
content and ideas when
they have an opportunity to
articulate it aloud using their
own voice. This step helps
Learners identify uncertainties
and questions before they
begin game play.
Questions?
Mediator clarifies questions.
Chunk Three: Go!
Structured Experience, Small Groups
Mediator Tip:
Mediator cues Learners to begin, and observes Learners as they
participate providing support when necessary.
Says:
Let's quickly turn to our neighbor and share the instructions for this
game in our own words so we know we understand.
Mediator cues Learners to pause, clarifying questions if necessary.
The goal is to correctly guess as many Moods as possible. I will
cue us to stop the game when appropriate. READY? Go!
ENT R Y PO INT
Mediator chooses how many rounds of the game to play.
Chunk Four: Think Time
Social Interaction Loop, Pairs/Small Groups
Mediator cues Learners to pause and answer the prompts in their small
groups.
Says:
Discuss the following with your neighbor or with your small group:
144 UNIT FIVE

Mediator Tip:
Pro-actively establish
expectations to initiate specific
actions or behaviors instead of
predicted off-task behavior.
EN T R Y POI N T
LEARNER GUIDE PREVIEW:
What did we do in this activity? (DoK 1)
How did this activity feel? (DoK 2)
What was difficult or easy about this activity? (DoK 2)
What makes some moods easy to act out and others more
difficult? (Dok 3)
Why might someone have difficulty expressing one of the moods?
(Dok 3)
Chunk Five: Whole Group Discussion
Social Interaction Loop, Whole Group
Before Mediator leads a whole group discussion:
Asks:
Why were some cards easier to act out than others? (Dok 3)
Why might someone have difficulty expressing an emotion? (Dok
3)
How do our experiences shape our ability to covey emotions and
feelings? (Dok 4)
Driving Point:
Some of us had an easier time acting out moods than other
because we were more familiar with them. Our experiences
dictate the frequency of our exposure to different moods.
Because we each have different life experiences, our ability to
convey and interpret feelings will differ, as we have had different
amounts of practice throughout our lives.
In addition, our life experiences often dictate how observant we
are of other people's moods. People who have experienced a
lot of pain, trauma, or violence become very proficient at "tuning
out" and "turning off" moods as a survival mechanism. This can
be effective in the short term, but can lead to an overall lack of
emotional awareness in the long term.
Mediator transitions to the Keystone Activity.

Mediator Tip:
These question stems serve as
a guide to gradually support
Learners as they engage with
higher-order thinking tasks.
Quality thinking requires time
for processing. The higher the
DoK level, the more processing
time a Learner needs. Social
interaction loops provide time
for processing ideas before
Learners share their ideas with
the whole group.
MBE Pilot October 2016
What Am I Feeling?
KEYSTONE
ACTIVITY
5UNIT FIVE
Keystone Activity Overview
Keystone Activities are the most important learning activities within a unit. Keystone Activities address
critical learning objectives by expanding upon Entry Point knowledge and addressing the guiding questions
identified in the unit overview.
RESOURCES:
✓REACT Model
✓Learner Guide
K EY ST ONE AC T I VI T Y
LEARNER
GUIDE
✓Three Point Processing Cues
146 UNIT FIVE
Learners determine the difference between learned feelings and
biological emotions. After learning the eleven biological emotions,
Learners review the Reaction Model and are introduced to the first
two steps (skills) of the REACT Model . The first step is recognizing and
identifying feelings. The second step is labeling the emotion that
underlays the feelings. These two steps help Learners develop short term
awareness and long term self-control.
Goals and
☐Achieve
Commitments:
☑Critical/Enlightened
Thinking, Arriving at My Own
Conclusions:
LEARNER GUIDE:
My Comfort Zone,
☑Leaving
Opening Myself Up to New
Experiences:
Examine the image. Describe what the image means by
writing your ideas in the blank space.
Which part of the brain is responsible for each of the listed
☐Persistence, This Is Hard Work:
responses? Write each response in the appropriate box.
Complete the model by writing the 'R' and 'E' in REACT.
Thorny Conflicts and
☐Solving
Problems:
Changing
☐Flexibility,
Strategies for Better Results:
Do Not Get Nailed to My
☐IFrustrations
and Anger:
Focused On the Moment:
☑
Level Communication:
☑
K EY ST ON E A C T I VI T Y
NINE STEPS TO
OPPORTUNITY
PURPOSE:
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
ACTIVITY
5
Keystone Activity
UNIT FIVE
Keystone Activities emphasize Learner engagement and hands-on peer interactions, and provide opportunities
for Learners to practice and explore content at a deeper level. Keystone Activities are divided into a series of
bite-sized chunks that break content and facilitation into digestible chunks for both Mediators and Learners.
Chunk One: Get READY!
Learners explore the
differences between
emotions and feelings and
make connections to the
Reaction Model.
Knowledge Acquisition
Activity (approx 30 minutes)
Chunk Two: Image Exploration
Image Exploration, Pairs

Mediator posts an image of the iceberg with various biological
emotions on the bottom and learned feelings on the top. Mediator
asks Learners to locate the image in their Learner Guide.
Image exploration activities
help Learners develop
visualization skills. Visualization
is a cognitive processing
skill that helps reduce
the demand on working
memory as Learners process
information. Visualization also
aids in efficiency with memory
encoding, and recall.
Says:
Let's look closer at what we mean when we say "moods." With a
partner, let's think about the iceberg image in our Learner Guides
and determine what it might mean.
Learners complete Learner Guide.
Mediator Tip:
K EY ST ONE AC T I VI T Y
Chunk Three: Social Think Time
Social Interaction Loop, Pairs
Mediator cues Learners to share their general ideas about the
image with their partners.
LEARNER
GUIDE
Asks:
Describe possible meanings for this image. (DoK 1)
What is significant about an iceberg image and visibility? (DoK 3)
How does the image connect to the mood game we played?
(DoK 2)
What is significant about the words that are seen versus the words
that are below the water? (DoK 3)
148 UNIT FIVE
Examine the image. Describe
what the image means by
writing your ideas in the
blank space.
Chunk Four: Whole Group Discussion
Social Interaction Loop, Whole Group
Mediator facilitates a group discussion connecting the image to the
words above and below the water line on the iceberg.
Asks:
What is the difference between the words on top and the words on
bottom? (DoK 3)
The words on the bottom cause physical reactions. What are
some examples of physical reactions? (DoK 1)
How are the words on top connected to the words on the bottom?
Can the words on the top cause a physical reaction? (DoK 2)
Who can connect the iceberg to the image of the mother and
baby? Which words can be expressed by the mother? By the
baby?(DoK 2)
In our game, we are using the word 'mood' for the concept of
feelings. The words feelings, moods, and emotions are often used
interchangeably but there are some notably differences.
What is the difference between feelings and emotions?
Mediator cues Learners to share their general ideas about the
difference.
Driving Point:
Emotions are somatic processes or sense-based processes which
we can experience within our body. Emotions are physical and
instinctive and are programmed into subcortical levels of the brain
as stimulus response patterns.
When we see a cute child and feel that mushy feeling, these
are emotions which are programmed into our genes over many
years of evolution. Emotions can be measured by Galvanic Skin
Response (GSR). GSR measures blood flow, facial expression, body
language and brain EEG patterns.
K EY ST ON E A C T I VI T Y
LEARNER GUIDE PREVIEW:
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
ACTIVITY
5
Keystone Activity
UNIT FIVE
Keystone Activities emphasize Learner engagement and hands-on peer interactions, and provide opportunities
for Learners to practice and explore content at a deeper level. Keystone Activities are divided into a series of
bite-sized chunks that break content and facilitation into digestible chunks for both Mediators and Learners.
Emotions are biological and cause physical reactions that help
us survive. In biological terms, organisms must avoid danger, be
fueled by nutrients, and reproduce in order for a species to survive.
Our emotions help us: escape danger, defend ourselves, eat, and
reproduce.
Our emotions help us survive and are buried under the surface of
our actions, which is why our emotions are on the bottom of the
iceberg. If we look at the moods we identified for the baby, they
were mainly biological emotions. The baby is most concerned
with what it needs to survive. As it grows and gains more life
experience it will be able to express more learned feelings, but in
its infantile state, the baby will express more biological emotions.

Content Tip:
This course defines emotions
using a combination of
definitions from theorists Carol
Izzard and Andrew Hong.
Different theorists recognize
different emotions. Here are
the eleven emotions that are
recognized in this course:
guilt, shame, surprise, anger,
pain, joy, fear, sadness, passion,
love and loneliness.
Let's say this together: emotions-biological and below.
Emotions are written on the bottom of the iceberg. These emotions,
like the iceberg, are often hidden from view. Different scientists
have different lists for emotions. In this class, we will recognize the
11 emotions listed on the bottom of our icebergs.
K EY ST ONE AC T I VI T Y
A feeling is a reaction to a biological emotion. Feelings are often
learned through our experiences and require more complex
cognitive processing.
Feelings are labels for emotions and their interactions with
thoughts. Feelings are subjective. Two people can feel the same
emotion but associate it with different feelings. Feelings are more
abstract than tangible and are difficult to measure.
We only measure feelings by observing behavior and then
translating it using words. People use different words to explain the
same feeling.
Feelings are observable and easy to see. Some common feelings
are labeled on the top of your iceberg. Notice that they are written
above the surface of the water and are easy to see.
150 UNIT FIVE

Mediator Tip:
Learners vocally rehearse the
phrases “emotions- biological
and below” and "learned
feelings float" to build comfort,
ownership, and familiarity with
the concepts of feelings and
emotions. Repeated repetition
of these phrases tag this
content to memory, enhancing
a Learner's ability to recall it
later.
K EY ST ON E A C T I VI T Y
LEARNER GUIDE PREVIEW:
The more life experience we have, the more feelings we can
express. This is why we were able to identify more feelings for
the mother than the baby earlier. Let's say this together: learned
feelings float.
Mediator cues Learners to complete the Learner Guide Activity with a
neighbor and enter the terms Biological Emotions and Feelings in their
Glossary.
Learners complete Glossary Task in the Learner Guide.
Chunk Five: Quick Review
LEARNER
GUIDE
Complete the Glossary for
the underlined term(s).
Review, Small Groups
Mediator divided Learners into small groups and facilitates a quick
review of the Reaction Model.
Says:
Feelings are learned. Emotions are biological. In order to dig a
little deeper, we need to quickly review the Reaction Model. In
small groups, let's quickly review this model (Unit 2). When I say
go, please find your group and review the model using cues.
Here are our cues for review: thalamus (Thelma), amygdala
(Amy), prefrontal cortex (Dr. Cortex), and working memory.
Cues, group, review. READY? Go!
Mediator cues Learners to pause discussion and reviews the role of the
thalamus, amygdala, prefrontal cortex, and working memory. Mediator
also reviews Six Seconds to READY.
Chunk Six: Reactions, Feelings, and Emotions
Social Interaction Loop, Small Group/ Whole Group
Mediator facilitates a whole group discussion to connect the Reaction
Model to feelings and emotions.

Mediator Tip:
Struggling Learners need
frequent repetition and
rehearsal. Integrate reviews
and rehearsals into curriculum
and instruction to ensure
that Learners have ample
opportunities to revisit
information. Additional cues for
review of the Reaction Model
can be found in Unit 3.
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
ACTIVITY
5
Keystone Activity
UNIT FIVE
Keystone Activities emphasize Learner engagement and hands-on peer interactions, and provide opportunities
for Learners to practice and explore content at a deeper level. Keystone Activities are divided into a series of
bite-sized chunks that break content and facilitation into digestible chunks for both Mediators and Learners.
Says:
With our groups, let's connect the Reaction Model to what we have
learned about feelings and emotions.
Predict which area of the brain is responsible for biological
emotions. (DoK 2)-Answer: Amygdala
Find evidence to support your decision. (DoK 3)
Predict which area of the brain is responsible for learned feelings.
(DoK 1)-Answer: Prefrontal Cortex and Amygdala interacting
together
Find evidence to support your decision. (DoK 3)
Mediator cues Learners to pause small discussions and turn to the
appropriate page in the Learner Guide.
Says:

Mediator Tip:
These question stems serve as
a guide to gradually support
Learners as they engage with
higher-order thinking tasks.
Quality thinking requires time
for processing. The higher the
DoK level, the more processing
time a Learner needs. Social
Interaction Loops provide time
for processing ideas before
Learners share their ideas with
the whole group.
With our groups, let's look at the list of responses in our Learner
Guides and discuss whether we might consider the response to
be a feeling or biological emotion. Let's also discuss where that
response might take place.
K EY ST ONE AC T I VI T Y
Learners complete Learner Guide.
Mediator pauses Learner groups and leads a whole group discussion
using the question prompts.
Asks:
Predict which area of the brain is responsible for biological
emotions. (DoK 2)-Answer: Amygdala
Find evidence to support your decision. (DoK 3)
Predict which area of the brain is responsible for learned feelings.
(DoK 1)-Answer: Prefrontal Cortex and Amygdala interacting
together
Find evidence to support your decision. (DoK 3)
152 UNIT FIVE
LEARNER
GUIDE
Which part of the brain is
responsible for each of the
listed responses? Write each
response in the appropriate
box.
Driving Point:
Our amygdala is responsible for our survival. It is responsible
for our biological emotions. The amygdala creates our initial
emotional reaction. Biological emotions are automatic responses
that have not been carefully processed. These emotions lead to
feelings. Feelings are learned.
Feelings are a product of emotion and logic. Feelings are
associated with biological responses in the body. If a biological
emotion, such as fear or anger, is associated frequently with a
specific feeling, such guilt or jealousy, the two become linked.
Over time, and with automation, environmental cues that trigger
the emotion will also trigger associated feelings. We activate
feelings so quickly, and with such little rationalization (thought),
we often do not realize that feelings are within our control. How
we feel is a choice. Feelings are learned. Our habits regarding
feelings can be very difficult to change.
For example, jealousy is a feeling that can create challenges.
Jealousy is a learned behavior. Jealousy is the product of an
emotion (fear) that is linked to rationalizations about self worth
and competition. When left unchecked, jealousy can destroy
relationships. It takes considerable self-awareness to be able to
identify feelings of jealousy as well as to determine the thoughts
and emotions that underly this feeling. This level of self-control
takes practice and few of us have the ability to analyze the logic
and rationale needed in the midst of a tense or emotionally
charged situation.
The Reaction Model teaches us that we need to take six seconds
to pause. This Six Seconds to READY Tool gives us the opportunity
to reflect and process our emotions and thoughts. In this time we
can also analyze our situation so that we have better control over
our reaction.
K EY ST ON E A C T I VI T Y
LEARNER GUIDE PREVIEW:
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
ACTIVITY
5
Keystone Activity
UNIT FIVE
Keystone Activities emphasize Learner engagement and hands-on peer interactions, and provide opportunities
for Learners to practice and explore content at a deeper level. Keystone Activities are divided into a series of
bite-sized chunks that break content and facilitation into digestible chunks for both Mediators and Learners.
Chunk Seven: REACT Tool
Discovery Experience, Whole Group
Using discovery, the Mediator introduces the first two letters in the
REACT Tool. Mediator cues Learners to fill in their REACT Tool in their
Learner Guide.
Says:
It is critical that we take control of our body and mind in
emotionally charged and tense situations. In situations where
the body and mind are subject to immediate and automatic
responses, we must engage tools of self-control that help us
regulate our behavior.
We are going to use a tool called the REACT Tool. The REACT Tool
helps us regulate our physical and emotional state in emotionally
charged or tense situations so that we can choose appropriate
responses and take control of our feelings.
K EY ST ONE AC T I VI T Y
The REACT Tool outlines steps or skills we can use to take to
control of and manage how we process and react to emotionally
charged situations.
There are 5 steps to the tool, and today we will explore the first two
steps.
The REACT Tool assumes that Learners are practicing Six Seconds
to READY. Without that needed pause, we are unable to engage
the REACT Tool.
The REACT Tool is an acronym. The acronym connects a letter
to a specific step or skill, and is a memory tool that will help us
remember the steps in order. This will help us practice and learn
the tool, and increase our ability to access the tool in tense and
emotionally charged situations when our mind is flooded with
other tasks.
154 UNIT FIVE

Mediator Tip:
Learners prefer to discover
information rather than being
told information. Create
curiosity and increase interest
as Learners predict answers
prior to being told.
K EY ST ON E A C T I VI T Y
LEARNER GUIDE PREVIEW:
Let's look at the 'R' first. This is the first step, or skill, we can use
to engage self-control in emotionally charged situations. With a
neighbor, predict what the 'R' might represent. (DoK 3)
Mediator cues Learners to pause and asks them to share ideas with the
whole group before providing the response.
Says:
The 'R' represents "Recognition." Our first step is to recognize or
identify our feelings and emotions in a situation.
We need to clearly identify and label the emotions and thoughts
that we are feeling in the situation.
We cannot regulate feelings and thoughts if we cannot clearly
identify them. This step sounds easy but in truth, is very difficult.
Now, let's look at the 'E.' With a neighbor, predict what the 'E' might
represent. (DoK 3)

Mediator Tip:
Learners need processing time
to make connections. Small
and whole group interactions
provide Learners opportunities
to process information and
articulate new information in
their own words.
Mediator cues Learners to pause and asks them to share ideas with the
whole group before providing the response.
Says:
The 'E' represents "Emotional Awareness."
What is the emotion that underlies the feelings that we are
experiencing? Is it fear? Anger?
Identifying our feelings and being able to identify the specific
emotions under those feelings will help us better understand
not only why we often respond the way we do, but also help us
choose a more appropriate response.
Too often acting upon our instinct results in destructive and
irrational behavior.

Mediator Tip:
Learners prefer to discover
information rather than being
told information. Create
curiosity and increase interest
as Learners predict answers
prior to being told.
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
ACTIVITY
5
Keystone Activity
UNIT FIVE
Keystone Activities emphasize Learner engagement and hands-on peer interactions, and provide opportunities
for Learners to practice and explore content at a deeper level. Keystone Activities are divided into a series of
bite-sized chunks that break content and facilitation into digestible chunks for both Mediators and Learners.
We will see this model in future lessons as we talk more about
physical and cognitive distraction strategies, but today we are
going to focus on the 'R' and 'E' steps that require us to reflect and
have emotional awareness.
Learners complete Learner Guide.
K EY ST ONE AC T I VI T Y
Mediator transitions to the Keystone Application.
156 UNIT FIVE
LEARNER
GUIDE
Complete the model by
writing the “R” and “E” in
REACT.
K EY ST ON E A C T I VI T Y
LEARNER GUIDE PREVIEW:
MBE Pilot October 2016
What Am I Feeling?
KEYSTONE
APPLICATION
5UNIT FIVE
Keystone Application Overview
Keystone Applications provide opportunities for Learners to apply, practice, and demonstrate the concepts
introduced in Keystone Activities.
RESOURCES:
✓Learner Guide
K EY ST ONE APPL I C AT IO N
LEARNER
GUIDE
158 UNIT FIVE
✓Three Point Processing Cues
Learners use scenarios to apply the Recognize and Emotional Awareness
steps of the REACT Tool to real life situations. Learners demonstrate
awareness of the short term satisfaction that results from the inability to
recognize, label, and choose mindfully, but also the short and long term
consequences.
Goals and
☑Achieve
Commitments:
☑Critical/Enlightened
Thinking, Arriving at My Own
Conclusions:
LEARNER GUIDE:
My Comfort Zone,
☑Leaving
Opening Myself Up to New
Experiences:
Use the Reaction Model diagram to capture information
about the given scenario. Write your answers to the questions
in the space provided.
Determine the short term and long term benefits of Felix
☑Persistence, This Is Hard Work:
recognizing and identifying his thoughts, feelings, and
emotions. Write these benefits in the boxes.
Thorny Conflicts and
☑Solving
Problems:
Changing
☑Flexibility,
Strategies for Better Results:
Do Not Get Nailed to My
☑IFrustrations
and Anger:
Focused On the Moment:
☑
Level Communication:
☑
K EY ST ON E A PPL I C A T I ON
NINE STEPS TO
OPPORTUNITY
PURPOSE:
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
APPLICATION
5
Keystone Application
UNIT FIVE
Keystone Applications are divided into a series of bite-sized chunks that break content and facilitation into
digestible chunks for both Mediators and Learners.
Chunk One: Get READY!
Learners apply the Reflect
and Emotional Awareness
Steps of the REACT Tool to
scenarios.
Knowledge Application
Activity (approx 30 minutes)
Chunk Two: Get Set!
Instructions, Whole Group
Mediator provides instructions of the next activity.
Says:
Let’s examine the 'R' and the 'E' of our REACT Tool more closely by
applying these steps to the Reaction Model. To do this, we need to
be in groups of 4 people with a can of Play-Doh. READY? Go!
K EY ST ONE APPL I C AT IO N
Learners collect materials and find their groups.
Chunk Three: Soccer Game Hijack
Demonstration, Small Groups
Mediator facilitates a demonstration of using the Reflect and Emotional
Awareness steps of the REACT Tool and the Reaction Model.
Says:
Let's listen to a short scenario. After we hear the scenario, we
will work through what happened in our groups, so pay close
attention.
160 UNIT FIVE

Mediator Tip:
CUT directions by providing
clear chunks, a check for
understanding, and a trigger to
engage in the request.
C: When I say go, we need two
things: groups of 4 and PlayDoh.
U: Questions?
T: Go!
K EY ST ON E A PPL I C A T I ON
LEARNER GUIDE PREVIEW:
Felix’s team was losing the soccer game in the 85th minute when
he was passed the ball and had a shot. As he was about to take
his shot, he was slide tackled from behind and fell to the ground.
The opposing defense kicked the ball away and Felix watched
as the referee started jogging away. Felix ran to the referee and
began yelling in his face. “Are you blind? How did you miss that?
Are they paying you?” The referee pulled a red card and Felix
stormed off the field.
First, let’s examine the Six Seconds To READY Tool from our
Reaction Model.
Asks:
Did Felix engage the tool? (DoK 1)
How could the Six Seconds to READY Tool potentially help Felix?
(Dok 2)
What could waiting six seconds actually do for Felix? (Dok 3)
Mediator facilitates a whole group discussion.
Driving Point:
Felix did not stop to breathe and reflect on his situation. He
reacted instinctively and his failure to pause, reflect, and choose
the most appropriate response, resulted in his ejection from the
game.
Asks:
LEARNER
GUIDE
In our groups, let's work through the scenario we heard using the
Reaction Model. As we work through the scenario, let's use our
Learner Guides to help us identify:
What is the "information" (Playdoh)? (DoK 1)
How does the amygdala process that information? (DoK 2)
What messages does the working memory send to the body as a
result of the amygdala? (DoK 2)
How is the prefrontal cortex involved? (DoK 3)
Learners complete Learner Guide.
Use the Reaction Model
diagram to capture
information about the given
scenario. Write your answers
to the questions in the space
provided.
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
APPLICATION
5
Keystone Application
UNIT FIVE
Keystone Applications are divided into a series of bite-sized chunks that break content and facilitation into
digestible chunks for both Mediators and Learners.
Chunk Four: Soccer Game REACT
K EY ST ONE APPL I C AT IO N
Discussion, Whole Group
Asks:
Let's talk about Felix's emotions and the 'R' and 'E' of the REACT
Tool.

Can you identify Felix's potential feelings in the scenario? (DoK 2)
What biological emotions do you think underly these feelings?
(DoK 2)
How might using the "Reflect" and "Emotional Awareness" steps of
the REACT Tool help Felix? (DoK 4)
Can you identify the referee's potential feelings? (DoK 2)
What biological emotions do you think underly these feelings?
(DoK 2)
How might using the "Reflect" and "Emotional Awareness" steps of
the REACT model help the referee? (DoK 4)
How do the 'R' and 'E' steps potentially change the outcome of the
situation for Felix? (DoK 3) For the referee? (DoK 3)
Do not rush through the step
of identifying feelings and
emotion. The cognitive process
of identifying our feelings
is critical to building selfawareness. Self-awareness is
an important component of
self-control. These skills seem
superficial and simple when
presented but in practice,
these are difficult tasks.
Content Tip:
…Chunk Five: Options
Discussion, Pairs
Mediator facilitates a small group discussion.
Says:
Practicing self-control in an emotionally charged situation is
difficult. In the heat of a moment, we often do not see the benefit
of pausing to reflect and identify our feelings, emotions, and
thoughts.
162 UNIT FIVE

Content Tip:
Short term rewards in Felix's
scenario might be that he stays
in the game or that his team
doesn't suffer for his actions.
Long term rewards might
include Felix's reactions to
future emotionally charged
situations and the development
and reinforcement of bad
habits.
K EY ST ON E A PPL I C A T I ON
LEARNER GUIDE PREVIEW:
The short term rewards (yelling, kicking, punching) of reacting
on instincts often provides more satisfaction in the moment than
considering the long term benefits of developing self-control.
Being able to identify and label our thoughts, emotions, and
feelings in emotionally charged situations is a critical step to
developing self-control.
In this scenario, what are the short and long term benefits of Felix
recognizing and identifying his feelings, emotions and thoughts?
(DoK 3)
Why will this identification help him in the short term and in the
long term? (DoK 3)
With your partner, capture the short and long term benefits of Felix
being able to identify his feelings, thoughts and emotions in your
Learner Guide.
LEARNER
GUIDE
Learners complete Learner Guide.
†Chunk Six: Soccer Game REACT
Demonstration, Small Groups
Learners reconstruct a best case scenario demonstration of using the
"Reflect" and "Emotional Awareness" steps of the REACT Tool.
Says:
Let’s rework the scenario with Felix so that he uses the steps we
learned today in the REACT Tool. Let's listen to the scenario again,
and then, in our groups, let's help Felix make better choices.
Felix’s team was losing the soccer game in the 85th minute when
he was passed the ball and had a shot. As he was about to take
his shot, he was slide tackled from behind and fell to the ground.
The opposing defense kicked the ball away and Felix watched
as the referee started jogging away. Felix ran to the referee and
began yelling in his face. “Are you blind? How did you miss that?
Are they paying you?” The referee pulled a red card and Felix
stormed off the field.
Determine the short term
and long term benefits
of Felix recognizing and
identifying his thoughts,
feelings, and emotions. Write
these benefits in the boxes.
MBE Pilot October 2016
ACTIVITY STEPS
KEYSTONE
APPLICATION
5
Keystone Application
UNIT FIVE
Keystone Applications are divided into a series of bite-sized chunks that break content and facilitation into
digestible chunks for both Mediators and Learners.
Learners work through the scenario with Felix using Play-Doh, finding
alternative responses.
Asks:
Does waiting six seconds change how Felix feels? (Dok 2)
What does waiting six seconds actually do for Felix? (Dok 3)
How does the "Reflect" step for 'R' potentially change the
outcome of the situation for Felix? (DoK 3) For the referee? (DoK 3)
How does the "Emotional Awareness" step for 'E' potentially
change the outcome of the situation for Felix? (DoK 3) For the
referee? (DoK 3)
What is Felix’s immediate benefit to calming down? (DoK 3)
What is referee's immediate benefit to calming down? (DoK 3)
What is the long term benefit for Felix and the referee to calm
down in emotionally charged situations? (DoK 4)
What are the short term and long term consequences for Felix
and the referee not learning how to self-regulate their feelings
and emotions? (DoK 4)
K EY ST ONE APPL I C AT IO N
Driving Point:
Utilizing 'R' and 'E' in the REACT Tool gives us the option to identify
and label what we are feeling so that we can calm our physical
response in the short term.
By taking the time to identify our feelings, we may find that we
are actually feeling something else.
Giving our prefrontal cortex time to formulate a response and
send that message to working memory calms our physical
response, providing us with an opportunity to make better
decisions.
By utilizing 'R' and 'E' in the REACT model, Felix can make a
short term decision to stay in the soccer game and a long term
decision to remain on the team and not escalate an issue.
164 UNIT FIVE
K EY ST ON E A PPL I C A T I ON
LEARNER GUIDE PREVIEW:
Our reactions and decisions can sometimes be harmful, but we
continue to make them because we achieve an immediate,
desirable outcome. These destructive behaviors become habitual
and difficult to stop.
They can also lead to unforeseen long term consequences. We
will examine the model of this cyclic behavior in today's lab, but
first turn to your neighbor and discuss short term costs and long
term costs.
Mediator cues Learners to enter Short Term Costs and Long Term Costs
into their Glossary.
LEARNER
GUIDE
Learners complete the Glossary Task in the Learner Guide.
Mediator transitions to the Exit Ramp Activity.
Complete the Glossary for
the underlined term(s).

Purpose Tip:
Throughout the course,
Learners will be exposed to new
vocabulary. These Three Point
Processing Cues help Learners
encode, process, and retrieve
critical concepts within the
curriculum.
MBE Pilot October 2016
What Am I Feeling?
EXIT
RAMP
5UNIT FIVE
Exit Ramp Overview
The Exit Ramp is the closing instructional activities within a unit. Exit Ramp Activities clarify, summarize, and
organize what Learners have learned and experienced within the unit. These closing activities provide
reflection and assimilation, two critical elements for memory retention and skill transfer.
RESOURCES:
✓Learner Guide
EX IT RAMP
LEARNER
GUIDE
166 UNIT FIVE
Learners identify three feelings that are problematic in their life. In their
journal, Learners identify how the first two steps of the REACT Tool may
help them regulate these feelings in the short term and in the long term.
Learners will share their schema for biological emotions and feelings
during the Closing Ritual.
Goals and
☑Achieve
Commitments:
☑Critical/Enlightened
Thinking, Arriving at My Own
Conclusions:
LEARNER GUIDE:
My Comfort Zone,
☑Leaving
Opening Myself Up to New
Experiences:
Brainstorm ideas on the graphic organizer.
Write a response to the journal prompt.
☑Persistence, This Is Hard Work:
Thorny Conflicts and
☑Solving
Problems:
Changing
☑Flexibility,
Strategies for Better Results:
Do Not Get Nailed to My
☑IFrustrations
and Anger:
Focused On the Moment:
☑
Level Communication:
☑
EXI T R A MP
NINE STEPS TO
OPPORTUNITY
PURPOSE:
MBE Pilot October 2016
ACTIVITY STEPS
EXIT
RAMP
5
Exit Ramp Activity
UNIT FIVE
Exit Ramp Activities clarify, summarize, and organize content and Learner experiences. Exit Ramp Activities
are divided into a series of bite-sized chunks that break content and facilitation into digestible chunks for both
Mediators and Learners.
Chunk One: Get READY!
Learners review emotional
awareness and apply their
knowledge to their personal
experiences.
Knowledge Reflection Activity
(approx 20 minutes)
Chunk Two: Get Set!
Demonstration and Instructions,  Whole Group
Mediator reviews the REACT Tool.
Says:

Content Tip:
Do not rush through the step
of identifying feelings and
emotion. The cognitive process
of identifying our feelings
is critical to building selfawareness. Self-awareness is
an important component of
self-control. These skills seem
superficial and simple when
presented but in practice,
these are difficult tasks.
Locate the reflection section in your Learner Guide and listen to
the prompt:
Identify one feeling that you believe is creating disruptive or
destructive behavior in you in tense situations and
1) Describe how you can use the 'R' and 'E' of the REACT Tool to
help increase your self-awareness.
2) Describe the short term and long term benefits of being able to
identify the feeling and the underlying emotion in tense situations.
Chunk Three: Social Think Time
EX IT RAMP
Discussion,  Pairs
Says:
Turn to a neighbor and share your ideas about the prompt.
Learners engage in a short discussion about the prompt.
168 UNIT FIVE

Mediator Tip:
Low Literacy Learners may
choose to draw a model or
image, or use an oral journal in
which they record themselves
speaking about a response.
EXI T R A MP
LEARNER GUIDE PREVIEW:
Chunk Four: Individual Think Time
Writing Tasks,  Individual
Says:
Complete the reflection activity in your Learner Guide.
Learner completes Learner Guide.  
Mediator transitions to the Closing Ritual.
LEARNER
GUIDE
Brainstorm ideas on the
graphic organizer.
Write a response to the
journal prompt.
MBE Pilot October 2016
CLOSING RITUAL STEPS
EXIT
RAMP
5
Closing Ritual
UNIT FIVE
Closing Rituals provide closure to the content and the community. Closing Rituals focus on content review
and Learner progress (two critical elements of vulnerable Learner instruction). Additionally, Closing Rituals help
establish and maintain a healthy and engaging learning culture.
Chunk One: Get READY!
Learners participate in a
whole group reflection
activity.
Knowledge Reflection Activity
(approx 10 minutes)
Chunk Two: Get Set!
Instructions and Demonstration,  Whole Group
Mediator cues Learners to stand in a circle facing each other.
Says:
When I say go, we will move clockwise around the group and
each person will share one feeling that they think of when I say a
am emotion. Questions?
Chunk Three: Go!
Activity,  Whole Group
Says:
C LO SI NG R I TU AL
Biological emotion.
Learners quickly go around the circle saying one word that means the
same as the given vocab word. Learners may also say something they
associate with the given vocab word.
Says:
Guilt.
Shame.
Surprise.
Anger.
170 UNIT FIVE

Mediator Tip:
The Ritual Activity is fast paced
and should be facilitated
with speed and humor. The
experience should leave
Learners feeling joyful and
satisfied with their progress.
Pain.
Joy.
Fear.
Sadness.
Passion.
Love.
Loneliness.
Mediator dismisses Learners.
C L OSI N G R I T U A L
LEARNER GUIDE PREVIEW: