{"id":767,"date":"2020-05-09T00:34:41","date_gmt":"2020-05-09T04:34:41","guid":{"rendered":"https:\/\/smho-smso.ca\/emhc\/?page_id=767"},"modified":"2021-08-10T15:10:31","modified_gmt":"2021-08-10T19:10:31","slug":"emotion-charades","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhc\/identification-and-management-of-emotions\/recognizing\/emotion-charades\/","title":{"rendered":"Emotion charades"},"content":{"rendered":"\n<div class='accordion md-accordion' id='accordion0' role='tablist' aria-multiselectable='true'><div class='card'><div class='card-header' role='tab' id='Instructions-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneInstructions-0' aria-expanded='true' aria-controls='collapseOneInstructions-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Instructions<\/h3><\/a><\/div><div id='collapseOneInstructions-0' class='collapse show' role='tabpanel' aria-labelledby='collapseOneInstructions-0' data-parent='#accordion0'><div class='card-body'><p>Introduce the concept of charades.<\/p>\n<ul>\n<li>Students take turns as actors and draw charade ideas out of a bowl (start with basic emotions and increase the level of difficulty as the year progresses).<\/li>\n<li>Once the actor picks a paper, they should read what is on it without telling anyone what it says. If the student has difficulty reading or doesn\u2019t understand the card, explain or have them pick a new paper.<\/li>\n<li>The student acts out the\u00a0emotion\u00a0charade without using words.\u00a0You can place a time limit on the acting if it is taking a long time for ideas to be guessed.<\/li>\n<li>After each round, have a short discussion about what clues led students to guess that emotion.<\/li>\n<\/ul>\n<p>NOTE: There are many ways to act out the same emotion because everyone experiences emotions differently. Some people can be reserved, while others are more expressive.<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Adaptations-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneAdaptations-0' aria-expanded='false' aria-controls='collapseOneAdaptations-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Adaptations<\/h3><\/a><\/div><div id='collapseOneAdaptations-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneAdaptations-0' data-parent='#accordion0'><div class='card-body'><ul>\n<li>To extend the practice, lead a discussion about how the students would handle each emotion:<\/li>\n<\/ul>\n<ul>\n<li style=\"list-style-type: none;\">\n<ul>\n<li>What makes you feel better when you are sad?<\/li>\n<li>What would you say to someone that made you angry? etc.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Different Version: \u201cHow do you feel when\u2026?\u201d<\/p>\n<ul>\n<li>Instead of emotions, have students write down situations that would elicit an emotion (e.g., a birthday, watching a scary movie), and have them act out the emotions they would experience in those situations.<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Evidence-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneEvidence-0' aria-expanded='false' aria-controls='collapseOneEvidence-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Evidence<\/h3><\/a><\/div><div id='collapseOneEvidence-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneEvidence-0' data-parent='#accordion0'><div class='card-body'><p>Children proficiently recognize emotional expressions, and they increasingly use emotional information to understand their environment, and navigate social interactions with their peers, as they get older (Batty &amp; Taylor, 2006). Students who understand emotions in themselves and others demonstrate higher quality peer interactions, and more prosocial behaviours (Caputi, Lecce, Pagnin, &amp; Banerjee, 2012). When students are given opportunities to practice this skill it improves over time (Pons, Harris, &amp; Doudin 2002).<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='References-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneReferences-0' aria-expanded='false' aria-controls='collapseOneReferences-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> References<\/h3><\/a><\/div><div id='collapseOneReferences-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneReferences-0' data-parent='#accordion0'><div class='card-body'><p>Batty M., &amp; Taylor, M. J. (2006). The development of emotional face processing during childhood. Developmental Science, 9(2), 207-220. doi:10.1111\/j.1467-7687.2006.00480.x<\/p>\n<p>Caputi, M., Lecce, S., Pagnin, A., &amp; Banerjee, R. (2012). Longitudinal effects of theory of mind on later peer relations: The role of prosocial behavior. Developmental Psychology, 48(1), 257.<\/p>\n<p>Pons, F., Harris, P. L., &amp; Doudin, P.-A. (2002). Teaching emotion understanding. European Journal of Psychology of Education, 17(3), 293-304.<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>To help students practice expressing emotions with their whole body and recognize body language and facial expressions in others<\/p>\n","protected":false},"author":2,"featured_media":1725,"parent":603,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":""},"categories":[30,24,45,47,221,239],"tags":[],"class_list":["post-767","page","type-page","status-publish","has-post-thumbnail","hentry","category-identification-and-management-of-emotions","category-intermediate","category-junior","category-primary","category-promote","category-virtual-option"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/767","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/comments?post=767"}],"version-history":[{"count":9,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/767\/revisions"}],"predecessor-version":[{"id":2860,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/767\/revisions\/2860"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/603"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/media\/1725"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/media?parent=767"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/categories?post=767"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/tags?post=767"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}