Feelings, Identity & My Many Selves
Objectives
- D01.S1.06.01 Identify patterns in their own emotional responses and name what tends to trigger them.
- D01.S1.06.02 Distinguish what a person feels from what a person shows, and guess the feeling behind a behavior.
- D01.S2.06.01 Describe their identity as made of many parts that can shift by context, such as family, culture, language, interests, and beliefs.
- D01.S2.06.02 Examine how peers and media can influence self-image, and describe a healthy response to negative comparison.
- D01.S3.06.01 Set a short-term goal, track their progress, and reflect on what worked.
- D01.S3.06.02 Use strategies to handle stress, distraction, or peer pressure while staying true to their own values.
Essential questions
- What patterns lie behind my feelings, and how do I read the feeling behind a behavior?
- Who am I when my identity has many shifting parts, and how do I stay true to my values?
Big ideas
- Feelings follow patterns I can learn to name, and what a person shows is not always what a person feels.
- My identity is many parts that shift by context, and peers and media shape self-image — so I practice a healthy response to comparison and goals that keep me true to my values.
Lessons
- 1 Patterns in My Emotional Responses 45 minutes
- 2 Naming My Triggers 45 minutes
- 3 What I Feel vs What I Show 45 minutes
- 4 Guessing the Feeling Behind a Behavior 45 minutes
- 5 My Identity Is Many Parts 45 minutes
- 6 My Many Selves Shift by Context 45 minutes
- 7 Peers and Media Shape My Self-Image 45 minutes
- 8 A Healthy Response to Negative Comparison 45 minutes
- 9 Set, Track, and Reflect on a Short-Term Goal 45 minutes
- 10 Staying True to My Values Under Pressure 50 minutes
Assessment plan
Observation of feeling-pattern and trigger naming, felt-versus-shown reading, and self-regulation in real tasks; a "my many selves" map, a media-influence reflection, and a goal-tracked-with-reflection note as portfolio artifacts.
Unit 1 — Feelings, Identity & My Many Selves
Overview
This unit opens the year inward, building on Grade 5’s work of explaining how thoughts, memories, and body sensations shape a feeling. Learners now identify patterns in their own emotional responses and name what tends to trigger them, and distinguish what a person feels from what a person shows, guessing the feeling behind a behavior. They describe their identity as made of many parts that can shift by context — family, culture, language, interests, and beliefs — and examine how peers and media can influence self-image, describing a healthy response to negative comparison. They set a short-term goal, track their progress, and reflect on what worked, and use strategies to handle stress, distraction, or peer pressure while staying true to their own values. This is the year identity formation begins in earnest, so every self is honored as a work in progress, never a verdict.
Essential questions
- What patterns lie behind my feelings, and how do I read the feeling behind a behavior?
- Who am I when my identity has many shifting parts, and how do I stay true to my values?
Lessons
| Lesson | Title | Standards |
|---|---|---|
| L.06.001.01 | Patterns in My Emotional Responses | D01.S1.06.01 |
| L.06.001.02 | Naming My Triggers | D01.S1.06.01 |
| L.06.001.03 | What I Feel vs What I Show | D01.S1.06.02 |
| L.06.001.04 | Guessing the Feeling Behind a Behavior | D01.S1.06.02 |
| L.06.001.05 | My Identity Is Many Parts | D01.S2.06.01 |
| L.06.001.06 | My Many Selves Shift by Context | D01.S2.06.01 |
| L.06.001.07 | Peers and Media Shape My Self-Image | D01.S2.06.02 |
| L.06.001.08 | A Healthy Response to Negative Comparison | D01.S2.06.02 |
| L.06.001.09 | Set, Track, and Reflect on a Short-Term Goal | D01.S3.06.01 |
| L.06.001.10 | Staying True to My Values Under Pressure | D01.S3.06.02 |