Materials Needed 3 Large Mood Meter 28 Color cards (7 each pink, yellow, green blue) 1,100 notecards 100 sharpened pencils 4,400 small post-its (pink, yellow, green, blue if available) Folders: 2 sets per counselor red, yellow, green, blue Overhead and computer to show PP Instructions for each station Computers and headphones Candy Sad PP Breathing exercise https://youtu.be/SEfs5TJZ6Nk Universal Stop Watch http://www.online-stopwatch.com/full-screen-stopwatch/

Set up Large Mood Meter at the front of the room Post-its, pencils, color folder and instructions upside down at each station Blue-PP set up to start Green-Headphones and breath activity on computers https://youtu.be/SEfs5TJZ6Nk Candy near by Yellow station Stop Watch: Open at set countdown to 3:30 http://www.online- stopwatch.com/full-screen-stopwatch/ Powerpoint open for presentation Cards at door to handout as students enter

How to begin: Hand color card to students as they walk in to direct them to starting station Instructions: Today you will rotate through 4 activity stations. You will spend 3 minutes completing each activity. After 3 mins you will you write down one feeling word on a post-it that describes how you feel or observed others feeling while completing the activity. Once your write down your feeling word place it in the color folder, close the folder, and rotation clockwise to the next station. As you can see on the overhead the stop watch has been set to 3:30. We will prompt you when there are 30 seconds remaining to write down your feeling and stick in the colored folder and rotate to the next station Explain each station, Any questions?

Yellow For the next 3 minutes you play rock- paper- scissors as a group: You will count 1, 2, 3, go (show)- Rock crushes scissors Scissors cut paper Paper covers rock Everyone will get candy at the end of 3 mins. Write down how you are feeling on a postit and place it in the yellow folder and rotate to the Green Station.

Green For the next 3 minutes you will complete a breathing activity. If comfortable please put the headphones on and press play to begin. At the end of the activity please write down how you are feeling and place post-it into the green folder, close folder and rotate to the Blue station. https://youtu.be/SEfs5TJZ6Nk

Blue As a group you will watch a 3 minute video. After the video has ended write down on a postit one feeling word that describes how you observed people in the video feeling. Place it in the folder and rotate to the Red station.

Red Station-Elevator Speech An “elevator speech” is a clear, brief message or “commercial” about you. It communicates who you are, what your goals are, and how you will achieve these goals. Please take 3 minutes to answer the below questions to prepare your “elevator speech.” Notecards and pencils are provided. What are your academic goals? What are your career and/or college goals? How will you achieve these goals? What challenge may you experience along the way? You will present your speech at the end of class. When the clock reads 30 seconds remaining write one feeling word on a postit, place it in the red folder and rotate to the Yellow station.

I can recognize and regulate my emotions effectively. Target for today: I can recognize and regulate my emotions effectively. your emotions, which in turn will impact you academically and socially. Recognize, Understand, Label, Regulate You just completed 4 activities and after each activity you wrote down one word that described how you or others were feeling Did anyone have difficulty coming up with a word that described how you were feeling? Share that there is a lot of research on identifying our emotions and putting a word to it. From that research, the phrase: “name it to tame it” was introduced. If we can identify and label how we are feeling, we are in a better place to manage our feelings, feel better, and be more effective academically and socially.  

INTRODUCTION TO THE MOOD METER Introduction to the Mood Meter (10 minutes) Describe the Mood Meter as a tool to help us with self- and social awareness—to help us better understand how we, ourselves, and others, are feeling so we can better handle our emotions. Explain the X-axis (horizontal) as your internal, mental feeling state, ranging from extremely unpleasant (-5) to neutral (0) to extremely pleasant (+5). Explain the Y-axis (vertical) as the energy coursing through your body, ranging from very low energy (-5) to neutral (0) to very high energy (+5). Model a level of energy and pleasantness and have students identify plot your feeling. Share that there is a lot of research on identifying our emotions and putting a word to it. From that research, the phrase: “name it to tame it” was introduced. If we can identify and label how we are feeling, we are in a better place to manage our feelings, feel better, and be more effective in our lives. Then: Show how the X- and Y- axes cross to form four quadrants. Explain the quadrants starting in the red and ending in the green or yellow by any or all of the following: Asking for a few feeling words to exemplify each. Demonstrating or discussing the facial expressions, body language, and vocal intonation in each. Sharing a story about your experiences in different quadrants. If possible, try to find a connection to your students (a story from when you were their age, for example).

MOOD METER CHECK-IN Where were you on the Mood Meter in this activity (X, Y)? Pleasantness X- Energy Y- What caused you to feel this way? What word best describes your feeling? Mood Meter Plotting 1. Take 2 minutes with your group to discuss your pleasantness (-5 to +5) and energy (-5, +5) while completing this activity. 2. Discuss why you felt that way 3. Select 1-3 feeling words (depending on size of group and time) from the folder that best describes how students would feel in your activity. 4. Write the plot (+3, -1) on the post-it and then place on the large mood meter at the front of the room. Mood Meter Check-In (5 minutes) Share where you are on the Mood Meter and why (e.g., I’m at +3/+2 in the Yellow because…). Ask students to plot themselves silently, by asking, “How are you feeling right now? Are your thoughts more pleasant or unpleasant? How much energy do you feel in your body?” Ask them to think about what may have caused them to feel that way and if it’s a good place to be in order to get the most out of the class. If so, what could they think about or do to stay where they are? If not, what could they think about or do to move themselves to a more helpful place on the Mood Meter?   You may explain to students that you would like to establish a routine that students will be greeted by name as they enter your class, and that they will be asked to check-in on the Mood Meter before taking a seat. You also could hang a poster-sized Mood Meter near the entrance to the classroom where they can plot themselves. This will provide you with a sense of the students’ moods, and the opportunity to offer support.

LABELING AND PLOTTING EMOTIONS ENRAGED SURPRISED ELATED ANXIETY CHEERFUL ANNOYED ENERGY BORED CONTENT Explain each quadrant and relate to students feeling words. Red- Low pleasantness, High energy Blue- low pleasantness, Low energy Green- High pleasantness, Low Energy Yellow- High pleasantness, High energy Labeling and Plotting Emotions (25 minutes) Step 1: Labeling: Divide students into four teams. Give each group a piece of paper and ensure that each group is writing in a different color of ink. Assign each team one color of the Mood Meter and have them write the color on top of the page. Give teams 2 minutes to come up with as many words as they can that belong in that quadrant. After the 1st 2 minutes, have groups swap papers so that each group has a paper with a different color of the Mood Meter than they just did. Again, give teams 2 minutes to come up with as many words as they can that belong in that quadrant that are not already on the list from group(s) who previously wrote on the page. Repeat this until all four groups have had time to come up with words for all four quadrants.   Hand papers back to the original team. Have one student from each group read the words on the page out loud to the class, and give students an opportunity to challenge any words that are read. You also can challenge any words you think do not belong in that quadrant. Have students cross off any words that the class agrees do not belong in that quadrant. Tally the number of unique words each group came up with on all four papers. The team that comes up with the most words wins. The resulting word lists from this activity can be posted around the classroom to remind students to use a large “feelings words vocabulary”. Step 2: Plotting: In the same groups, each assigned to the same quadrant, have students spend 10 minutes plotting each word on their list into that quadrant. Walk around the room as they do this and prompt students to discuss and decide for instance, where “happy” fits in relation to “proud” and “excited.” Is it more or less pleasant? More or less energized? [Note: Disagreement is likely and helpful; the primary benefit of this activity is in the process of thinking critically about different emotions.] DISAPPOINTED CALM DEPRESSED SERENE PLEASANTNESS

Here are multiple feeling words Its important to know that no feeling will last forever. In 16 minutes you just felt multiple ways at each station.

How the Class of 2022 would like to feel while here at school: RED YELLOW How the Class of 2022 would like to feel while here at school: Excited Motivated Chill Secure Happy Your Class of 2022 would like to feel …….while at school. 1 min discuss with your peers how can you: Why do you think these were the 6 most important words? If you feel this way how will it impact you at school? If you are not feeling this way one day how do you move yourself on the Mood Meter to feel those ways? Class discussion What can you do to get yourself to feel one of these ways? If you already feel that way how can you keep feeling that way? If you want to change the way you are feeling how do you change, how do you move from one quadrant to another. Go around in a group what did your group determine Regulate means to being able to move yourself throughout these quadrants, why is that important to you in the school setting. If the target is to recognize and regulate how can you do that? Why is that important? Its important to know that no feeling will last forever. In 16 minutes you just felt multiple ways at each station. Use their mood meter feelings to explain how you can move. Playing a game and eating candy made you go from anxious to happy BLUE GREEN

STRATEGIES to help you MOVE!!! What’s happening now? BREATHE Mindfulness Practice Physical Activity (walking, yoga, etc.) Positive Self Talk Activities You Like! (hobbies, reading, writing, cooking, drawing, etc) Entertainment (music, movies, games, TV, live theater, etc.) Say, “This too shall pass!” Find Support From Others Modify the Situation Seek Professional Help What are ways that you can feel that way? If you already feel that way how can you keep feeling that way? If you want to change the way you are feeling how do you change, how do you move from one quadrant to another. Its important to know that no feeling will last forever. In 16 minutes you just felt multiple ways at each station. Use their mood meter feelings to explain how you can move. Playing a game and eating candy made you go from anxious to happy Share ways that you can move: How many of your feel you hit the target. Do you feel you can recognize and regulate how you feel? Thumbs up or down. Remind yourself that this feeling is not permanent Red to yellow or green- Call someone to get advise Activate your “best self” before saying something you’ll regret Repeat a calming phrase like: I’m going to take the high road Take a “timeout” Count to ten before you speak. If very angry, count to one hundred.” Thomas Jefferson Blue to Yellow or green- Visualize your happy place Do something fun Get some fresh air; take a walk Call someone who cares about you Watch a funny movie Put a smile on your face Think of something that brings you joy

Share ways that you can move Remind yourself that this feeling is not permanent Red to yellow or green- Call someone to get advise Activate your “best self” before saying something you’ll regret Repeat a calming phrase like: I’m going to take the high road Take a “timeout” Count to ten before you speak. If very angry, count to one hundred.” Thomas Jefferson Blue to Yellow or green- Visualize your happy place Do something fun Get some fresh air; take a walk Call someone who cares about you Watch a funny movie Put a smile on your face Think of something that brings you joy

ROAR, ACT, Say Something

LET’S THINK TOGETHER What is one way that the Mood Meter could be helpful in our lives? Reflect and Share (5 Minutes) Have students share one way, or one situation, in which they think using the Mood Meter could be helpful in their lives. (Possible answers: Getting better at recognizing how they feel, learning new feeling words, tracking how they feel throughout a day or week, communicating to teachers or friends when they need support).