Recognizing Calm Feelings

Emotional Intelligence

Pre-K, Elementary, Middle School, High School

Learning Objectives

Understand what it means to feel calm
Identify calming activities that may lead to feeling peaceful
Recognize physical signs of calm in the body and face
Observe calm body language and tone of voice in others
Describe how calm feelings help with thinking, listening, and self-care
Develop awareness of personal calming strategies
Practice noticing calm moments to build emotional regulation

Aligned Common Core Standards

Kindergarten
CCSS.ELA-LITERACY.SL.K.1 – Participate in collaborative conversations with diverse partners
CCSS.ELA-LITERACY.SL.K.2 – Confirm understanding by asking and answering questions
CCSS.ELA-LITERACY.L.K.6 – Use words and phrases acquired through conversations

Grade 1
CCSS.ELA-LITERACY.SL.1.1 – Participate in collaborative conversations
CCSS.ELA-LITERACY.SL.1.2 – Ask and answer questions about key details in spoken information
CCSS.ELA-LITERACY.L.1.6 – Use words and phrases acquired through conversations

Grade 2
CCSS.ELA-LITERACY.SL.2.1 – Participate in collaborative conversations
CCSS.ELA-LITERACY.SL.2.2 – Recount or describe key ideas from spoken presentations
CCSS.ELA-LITERACY.L.2.6 – Use words and phrases acquired through conversations

Grade 3
CCSS.ELA-LITERACY.SL.3.1 – Engage in collaborative discussions
CCSS.ELA-LITERACY.SL.3.2 – Determine main ideas and supporting details of spoken texts
CCSS.ELA-LITERACY.L.3.6 – Acquire and use conversational and academic vocabulary

Grade 4
CCSS.ELA-LITERACY.SL.4.1 – Engage effectively in collaborative discussions
CCSS.ELA-LITERACY.SL.4.2 – Paraphrase spoken information
CCSS.ELA-LITERACY.L.4.6 – Acquire and use academic and domain-specific vocabulary

Grade 5
CCSS.ELA-LITERACY.SL.5.1 – Participate in discussions, building on others’ ideas
CCSS.ELA-LITERACY.SL.5.2 – Summarize information presented in various media and formats
CCSS.ELA-LITERACY.L.5.6 – Use grade-appropriate vocabulary

Grade 6
CCSS.ELA-LITERACY.SL.6.1 – Participate in collaborative discussions
CCSS.ELA-LITERACY.SL.6.2 – Interpret information presented in diverse formats
CCSS.ELA-LITERACY.L.6.6 – Use general academic and domain-specific words and phrases

Grade 7
CCSS.ELA-LITERACY.SL.7.1 – Engage in collaborative discussions
CCSS.ELA-LITERACY.SL.7.2 – Analyze main ideas and supporting details in diverse formats
CCSS.ELA-LITERACY.L.7.6 – Acquire and use precise vocabulary

Grade 8
CCSS.ELA-LITERACY.SL.8.1 – Initiate and participate in collaborative discussions
CCSS.ELA-LITERACY.SL.8.2 – Analyze purpose and credibility of spoken information
CCSS.ELA-LITERACY.L.8.6 – Use vocabulary to express understanding clearly

SMART Goal Ideas Bank

The student will describe two body signs of feeling calm (e.g., slow breathing, relaxed muscles) in 4 out of 5 opportunities by [date].
The student will identify one or more calming activities that help them feel peaceful in structured practice in 4 out of 5 sessions by [date].
The student will recognize calm body language or voice tone in a peer or adult in 3 out of 4 trials with visual support by [date].
The student will state one way calm feelings help with self-regulation (e.g., “I can listen better”) in 3 out of 4 structured opportunities by [date].
The student will demonstrate a calming strategy (e.g., deep breathing, stretching) in response to a prompt in 4 out of 5 opportunities by [date].
The student will share a time they felt calm and what helped them feel that way in 3 out of 4 guided conversations by [date].