{"id":770,"date":"2020-05-09T00:36:50","date_gmt":"2020-05-09T04:36:50","guid":{"rendered":"https:\/\/smho-smso.ca\/emhc\/?page_id=770"},"modified":"2021-08-30T21:22:19","modified_gmt":"2021-08-31T01:22:19","slug":"emoji-emotions","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhc\/identification-and-management-of-emotions\/recognizing\/emoji-emotions\/","title":{"rendered":"Emoji emotions"},"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'><ul>\n<li>Review with the students how emojis represent emotions.<\/li>\n<li>Ensure emoji examples shared with the class are inclusive of students&#8217; identities and racial diversity.<\/li>\n<li>Ask the students to imagine they are emoji developers. Their company is looking for a new emotion emoji.<\/li>\n<li>Students create an illustration of the emoji that includes a label describing the emotion.<\/li>\n<li>Students share their emoji and what emotion it is depicting.<\/li>\n<li>Display the emojis in the classroom.<\/li>\n<li>Students then make use of the emojis as part of daily reflections and to let others know about their feelings.<\/li>\n<\/ul>\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>Each student is given a popsicle stick with their name on it. Emojis can be put in a \u201cpocket chart\u201d. Students take turns putting their stick in front of the face that corresponds to how they feel.<\/li>\n<li>Play \u201cGuess the emotion\u201d: have students guess the emotion based only on the image.<\/li>\n<li>Emojis can be used to check in with students about their feeling as an \u201cexit ticket\u201d (post lesson, class or day).<\/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>The extent to which students understand emotions in themselves and others is highly related to the quality of their peer interactions, and their propensity to engage in prosocial behaviours (Caputi, Lecce, Pagnin, &amp; Banerjee, 2012). Using group activities to recognize and manage emotions engages students in beneficial social interaction, normalizes experiences of emotions, and provides students with a structured opportunity to share, and work with other students to improve their self-regulation abilities (Domitrovich, Cortes, &amp; Greenberg, 2007; Slavin, 1995; Success for all Foundation, 2010).<\/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>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>Domitrovich, C. E., Cortes, R. C., &amp; Greenberg, M. T. (2007). Improving Young Children\u2019s Social and Emotional Competence: A Randomized Trial of the Preschool \u201cPATHS\u201d Curriculum. The Journal of Primary Prevention, 28(2), 67-91. doi:10.1007\/s10935-007-0081-0<\/p>\n<p>Slavin, R. (1995). Cooperative Learning: Theory, Research, and Practice (2nd ed.). Boston: Allyn &amp; Bacon<\/p>\n<p>Success for all Foundation. (2010). PowerTeaching Cooperative Learning Handbook. Retrieved from <a href=\"http:\/\/www.successforall.org\" target=\"_blank\" rel=\"noopener\">www.successforall.org<\/a><\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>To help students recognize and discuss their feelings<\/p>\n","protected":false},"author":2,"featured_media":1727,"parent":603,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":""},"categories":[30,24,45,47,221,223],"tags":[],"class_list":["post-770","page","type-page","status-publish","has-post-thumbnail","hentry","category-identification-and-management-of-emotions","category-intermediate","category-junior","category-primary","category-promote","category-understand"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/770","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=770"}],"version-history":[{"count":9,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/770\/revisions"}],"predecessor-version":[{"id":3010,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/770\/revisions\/3010"}],"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\/1727"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/media?parent=770"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/categories?post=770"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/tags?post=770"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}