Knowing Yourself Teacher Guide Grade 9 SEL • Material 1
Teacher Guide
Unit: Emotional Recognition
Lesson 1 • Self-Awareness
Lesson Objectives & Overview
Description: Grade 9 Social Emotional Learning is integrated with ELA to explore self-awareness. Students learn to identify, label, and understand emotions, analyzing how feelings influence thoughts, behavior, and decision-making.
Measurable Objective: Students will be able to identify and accurately label a variety of emotions, explain how emotions affect their thoughts and behaviors, and map emotional triggers to behavioral outcomes.
Student Goal: "I can recognize and name my emotions and understand how they influence my actions."
Standard Alignment
CASEL: Self-Awareness (identifying emotions, accurate self-perception), Self-Management.MA ELA Anchor: CCSS.ELA-LITERACY.CCRA.R.3 (Analyze how individuals, events, or ideas develop and interact).
Graduate Vision Connection
Builds baseline self-regulation and personal responsibility essential for student safety, team cooperation, and professionalism in career and trade vocational environments.
Teacher Preparation Steps
Set up the slide deck on the projector for the whole-class vocabulary and modeling.
Print the Vocabulary Worksheet, Practice Worksheet, and Student Exit Ticket materials.
Review the discussion guide and prepare to facilitate student responses for Q1 and Q2.
Emotional Recognition Unit • Grade 9 SEL Teacher Guide Page 1 of 1
Knowing Yourself Teacher Sequence Grade 9 SEL • Material 2
Teacher Sequence
Unit: Emotional Recognition
Lesson 1 • Step-by-Step Timeline
Step-by-Step Lesson Timeline (45–60 Mins)
10 Mins
1. Introduction & Do Now Hook
Direct students to complete the "Name That Emotion" Do Now on their worksheets. Show Slide 2 with the visual prompts. Students write down three feelings they experienced this morning and identify their baseline emotional awareness.
10 Mins
2. Direct Instruction
Present Slides 3-4. Teach the vocabulary terms explicitly, including Emotion , Regulate , Self-Awareness , Identify , Trigger , Reflect , and Mood . Explain how feelings influence physical reactions and drive actions.
15 Mins
3. Guided Practice: Character Emotion Mapping
Display Slide 5 with the literary excerpt of "Marcus" in English class. Model how to locate physical clues in text (burning cheeks, folding paper) to accurately trace the trigger, underlying emotion, and resulting behavior.
15 Mins
4. Independent Practice: Mapping Sarah's Loop
Distribute the Practice Worksheet. Have students read the classroom presentation scenario, map Sarah's trigger, emotion, and behavior, and write a regulated constructive response in the structured lines.
05 Mins
5. Self-Reflective Exit Ticket
Administer the Exit Ticket at the end of class. Collect worksheets to assess student self-reflection, understanding of emotional triggers, and personal connections.
Emotional Recognition Unit • Grade 9 SEL Teacher Sequence Page 1 of 1
Knowing Yourself Teacher Resource Grade 9 SEL • Material 3
Teacher Resource
Unit: Emotional Recognition
Lesson 1 • Vocabulary & Keys
Core Lesson Vocabulary
Regulate
To control, manage, or direct an activity, process, or system by using rules, laws, or adjustments.
Emotion
A physical and mental response to an event, such as fear, joy, or rage.
Self-Awareness
Understanding your own mind, including your thoughts, feelings, and reactions.
Identify
To accurately recognize, name, and label a feeling.
Trigger
Any event, word, or scenario that causes an immediate emotional reaction.
Reflect
To look closely or think deeply about an experience or feeling.
Mood
A temporary state of mind or background emotional feeling.
Vocabulary Matching Answer Key
Q1 (Identify) Answer: F
Q2 (Trigger) Answer: D
Q3 (Emotion) Answer: C
Q4 (Reflect) Answer: B
Q5 (Self-Aware) Answer: E
Q6 (Mood) Answer: A
Q7 (Regulate) Answer: G
Sentence Completion Keys:
Sentence 1: regulate
Sentence 2: mood
Sentence 3: reflect
Sentence 4: trigger
Generalizations (Big Ideas)
Takeaway 1: Strong, reactive emotions can cloud logical decision-making, while taking a purposeful pause to identify a feeling helps translate impulse into a deliberate action.Takeaway 2: Vocabulary is a tool of empowerment; labeling feelings with precise terms reduces their intensity and increases self-control.
Emotional Recognition Unit • Grade 9 SEL Teacher Resource Page 1 of 1
Knowing Yourself Teacher Script Grade 9 SEL • Material 8
Teacher Script
Unit: Emotional Recognition
Lesson 1 • Verbatim Instructional Dialogue
Verbatim Instructional Dialogue
Introduction (0:00 - 0:10)
"Welcome back, class. Today, we're diving into our 'Emotional Recognition' unit. Before we analyze character actions in ELA literature, we must learn to understand our own minds. Let's start with our Do Now. Look at Slide 1. I want you to write down three distinct emotions you felt this morning and what triggered them. This is our baseline self-awareness."
Direct Instruction (0:10 - 0:20)
"Now look at Slide 3. In our daily lives, we often brush off how we feel with generic terms like 'fine' or 'bad'. But expanding our emotional vocabulary is a tool of empowerment. When we name a feeling precisely, we lower its power over us. Triggers generate immediate reactions inside our body, which drives our actions unless we pause to label them."
Guided Practice (0:20 - 0:35)
"Let's look at Slide 5. 'Marcus stared at his quiz, his cheeks burning as he folded the paper in half and shoved it deep into his bag.' Notice how the text describes physical actions—burning cheeks and shoving paper. What is the trigger here? Receiving the quiz. What's the emotion? Shame or embarrassment. What behavior did it drive? Snapping at his partner. Let's think: how could Marcus have paused and regulated his response?"
Wrap-Up (0:55 - 1:00)
"Fantastic work today. In school, in vocational shops, and in your personal life, self-awareness is your superpower. Please turn to your Exit Ticket and write down your reflections on today's learning."
Emotional Recognition Unit • Grade 9 SEL Teacher Guide Page 1 of 1
Knowing Yourself Slides Emotional Recognition • Lesson 1
Grade 9 ELA Integration
Knowing Yourself
Understanding and labeling our internal world to control our actions.
DO NOW: Journal Prompt
Identify three distinct emotions you felt today. What triggered them? Write them down in your journals.
No grade, just reflection. Be honest with yourself.
Northeast Metropolitan Regional Vocational High School Slide 1 of 7
Goal Alignment
Where We Are Headed
Learning Objective
To identify and accurately label emotions, and analyze how they shape thoughts, behaviors, and literature characters.
Student Target
"I can recognize and name my emotions and understand how they influence my actions."
Self-Awareness & Self-Management Competencies Slide 2 of 7
Core Vocabulary • Part 1
The Power of Words
Understanding Your Internal World
01
Emotion
A physical and mental response to an event, such as fear, joy, or rage.
02
Self-Awareness
Understanding your own mind, including your thoughts, feelings, and reactions.
03
Trigger
Any event, word, or scenario that causes an immediate emotional reaction.
04
Mood
A temporary state of mind or background emotional feeling.
Matches items 2, 3, 5, and 6 on your Vocabulary Worksheet Slide 3 of 7
Core Vocabulary • Part 2
Taking Action
Managing & Processing Feelings
05
Identify
To accurately recognize, name, and label a feeling.
06
Regulate
To control, manage, or direct an activity, process, or system by using rules, laws, or adjustments.
07
Reflect
To look closely or think deeply about an experience or feeling.
The EQ Connection: First we Identify what we feel, then we Regulate our impulse, and afterwards we Reflect on what happened.
Matches items 1, 4, and 7 on your Vocabulary Worksheet Slide 4 of 7
Direct Instruction
The Anatomy of an Emotion
The Emotional Loop
Emotions don't appear out of thin air. They follow a predictable pathway in our bodies and minds. Identifying the loop gives us power to rewrite it.
01
Trigger Event
Knowing Yourself Vocabulary Worksheet Grade 9 SEL • Student Handout
Vocabulary Worksheet
Lesson 1: Knowing Yourself & Identifying Emotions
Name:
Date:
Part A: Definitions Match
Match each key word with its correct definition. Write the corresponding letter in the blank space next to each number.
1. _____ Identify
A. A temporary state of mind or background emotional feeling.
2. _____ Trigger
B. To look closely or think deeply about an experience or feeling.
3. _____ Emotion
C. A physical and mental response to an event, such as fear, joy, or rage.
4. _____ Reflect
D. Any event, word, or scenario that causes an immediate emotional reaction.
5. _____ Self-Awareness
E. Understanding your own mind, including your thoughts, feelings, and reactions.
6. _____ Mood
F. To accurately recognize, name, and label a feeling.
7. _____ Regulate
G. To control, manage, or direct an activity, process, or system by using rules, laws, or adjustments.
Part B: Vocabulary in Action
Complete each sentence by filling in the blank with one of the key vocabulary words from above. Use each word only once.
1. Taking a slow breath before answering is one way to our strong impulses in school or shop.
2. High grades usually put me in a positive that lasts the entire afternoon.
3. When I on my mistakes during the lesson, I understand how to correct them.
4. Failing to study is a typical for my testing anxiety.
Emotional Recognition • Grade 9 ELA Integration Page 1 of 1
Knowing Yourself Discussion Guide Grade 9 SEL • Material 7
Discussion Guide
Unit: Emotional Recognition
Lesson 1 • Classroom Discussion
Classroom Discussion Overview
Utilize these structured, open-ended discussion prompts during Lesson 1 to prompt deep reflection on emotional vocabulary and physical triggers. Guide your Grade 9 students to make active connections between their emotional baselines and their behaviors in both academic classes and vocational environments.
Prompt 1: Expanding Beyond "Fine"
"Why is it dangerous to only use basic words like 'fine', 'good', or 'bad' to describe how we feel?"
Teacher Facilitation: Encourage students to consider how mislabeling or oversimplifying a feeling can block us from getting the support we actually need or understanding ourselves.
Expected Student Response: "If I just say I am 'bad' when I am actually feeling overwhelmed by an assignment, people might think I'm just lazy or angry. Naming the exact emotion (overwhelmed or confused) helps me and others find the right solution."
Prompt 2: The Physical Signature
"How can paying attention to physical changes in your body serve as an early warning system for your emotions?"
Teacher Facilitation: Ask students where they physically feel stress or anger first (e.g., tight chest, clenched fists, hot face, shallow breathing).
Expected Student Response: "My body reacts before my brain fully registers the emotion. If I notice my hands clenching or my breathing getting fast while working in the shop, I can catch myself and slow down before I make a dangerous mistake or lose my temper."
Prompt 3: The Impact of Masking
"What happens when we mask a primary emotion like hurt or embarrassment with a secondary emotion like anger?"
Teacher Facilitation: Focus on how masking emotions can create misunderstandings with friends, teachers, or parents, and block self-awareness.
Expected Student Response: "If I mask being embarrassed about a bad grade by acting angry and shutting down, my teacher might think I don't care about the class, when really I am just disappointed in myself. It leads to secondary conflicts."
Emotional Recognition Unit • Grade 9 SEL Teacher Resource Page 1 of 1
Knowing Yourself Practice Worksheet Grade 9 SEL • Student Handout
Practice Worksheet
Lesson 1: Knowing Yourself & Identifying Emotions
Name:
Date:
Part C: Mapping the Loop
Read the student scenario below. Then, break down the emotional loop by labeling the trigger, the feeling, and the behavior.
Scenario: The English Class Presentation
"Sarah is asked to read her narrative essay in front of the English class. Instantly, her palms sweat and her heart beats rapidly. Instead of reading, she drops her folder, shakes her head, and refuses to stand up, mumbling that she 'forgot her homework.'"
1. Trigger
What action caused the feeling?
2. Emotion
How did she feel inside?
3. Action / Behavior
What reactive behavior occurred?
Part D: Developing Regulated Strategies
If Sarah paused, took a deep breath, and identified her fear, how could she react more constructively? Describe her revised reaction below.
Emotional Recognition • Grade 9 ELA Integration Page 1 of 1
Knowing Yourself Exit Ticket Grade 9 SEL • Exit Reflection
Exit Ticket
Lesson 1: Knowing Yourself & Identifying Emotions
Name:
Date:
1. What did you learn today about how emotions influence actions?
2. What is one personal emotional trigger you can identify, and how does it usually affect you?
3. What is one thing about managing emotions that you still have questions about?
Emotional Recognition • Grade 9 ELA Integration Page 1 of 1
Controlling Yourself Teacher Guide Grade 10 SEL • Material 1
Teacher Guide
Unit: Emotional Recognition
Lesson 2 • Self-Management
Lesson Objectives & Overview
Description: Grade 10 Social Emotional Learning focuses on self-management, impulse control, coping skills, resilience, and adaptability in the face of change or setbacks.
Measurable Objective: Students will be able to demonstrate strategies for emotional regulation and explain the importance of adapting to changing circumstances and unexpected setback situations.
Student Goal: "I can manage my emotions and adjust my behavior when situations do not go as planned."
Standard Alignment
CASEL: Self-Management (impulse control, stress management, self-motivation, goal setting).MA Core SEL: Competency 2 (Develop strategies to regulate feelings and impulses, and adapt to change).
Graduate Vision Connection
Prepares sophomore students for high-stakes testing, academic adjustments, and shop setbacks by building professional accountability, flexible thinking, and coping skills.
Teacher Preparation Steps
Review the slideshow presentation and prep the Stopwatches for the "Pause Method" activity.
Print the Vocabulary Worksheet, Practice Worksheet, and Student Exit Ticket materials.
Review the discussion guide on professional setbacks and plan trade shop connections.
Emotional Recognition Unit • Grade 10 SEL Teacher Guide Page 1 of 1
Controlling Yourself Teacher Sequence Grade 10 SEL • Material 2
Teacher Sequence
Unit: Emotional Recognition
Lesson 2 • Step-by-Step Timeline
Step-by-Step Lesson Timeline (45–60 Mins)
10 Mins
1. Introduction & Do Now Hook
Direct students to complete the "Setback Scenario" Do Now on Slide 1. Students reflect on their automatic physical and behavioral responses when a plan suddenly changes at the last minute. Debrief as a class to bridge into adaptability.
10 Mins
2. Direct Instruction
Present Slides 2-4. Explicitly define Self-Control , Adaptability , Coping Skills , Impulse , Resilience , and Accountability . Teach the cognitive "Pause Method" (Stop, Breathe, Think, Choose) as a speed bump for impulsive behaviors.
15 Mins
3. Guided Practice: Team Pivot Challenge
Group students into pairs. Display the "Pivot Challenge" scenario on Slide 5. Guide partners through analyzing how a negative automatic reaction to a major team setback can be redirected using the Pause Method to execute a professional, collaborative "pivot."
15 Mins
4. Independent Practice: Setback Pivot Mapping
Distribute the printed Practice Worksheet. Students work independently to read the blueprint/corrupted file scenario, write down impulsive traps, map out the Stop-Breathe-Think-Choose steps, and write down an adaptive professional strategy.
05 Mins
5. Self-Reflective Exit Ticket
Administer the Exit Ticket. Collect student sheets to formatively assess self-control goals, personal stress triggers, and commitment to practicing specific coping mechanisms.
Emotional Recognition Unit • Grade 10 SEL Teacher Sequence Page 1 of 1
Controlling Yourself Teacher Resource Grade 10 SEL • Material 3
Teacher Resource
Unit: Emotional Recognition
Lesson 2 • Vocabulary & Keys
Core Lesson Vocabulary
Self-Control
Managing emotions, actions, and reactions appropriately under pressure.
Adaptability
The ability to adjust your mindset and behavior to changing circumstances.
Coping Skills
Healthy strategies used to handle stress, anger, or strong feelings.
Impulse
A sudden, strong urge to act without thinking of long-term results.
Resilience
The ability to recover quickly, bounce back, and learn from challenges.
Accountability
Accepting ownership for your own choices, reactions, and outcomes.
Vocabulary Matching Answer Key
Q1 (Self-Ctrl) Answer: D
Q2 (Adapt) Answer: C
Q3 (Impulse) Answer: A
Q4 (Coping) Answer: B
Q5 (Resilience) Answer: F
Q6 (Account) Answer: E
Sentence Completion Keys:
Sentence 1: impulse
Sentence 2: adaptability
Sentence 3: accountability
Sentence 4: coping skills
Generalizations (Big Ideas)
Takeaway 1: Setbacks are an inevitable constant in academic, personal, and vocational training; our professional resilience is defined not by the setback itself, but by our willingness to adapt and rebuild.Takeaway 2: Impulse represents a rapid physiological reflex; practicing the Pause Method creates the cognitive gap needed to exercise agency and constructive self-management.
Emotional Recognition Unit • Grade 10 SEL Teacher Resource Page 1 of 1
Controlling Yourself Teacher Script Grade 10 SEL • Material 8
Teacher Script
Unit: Emotional Recognition
Lesson 2 • Verbatim Instructional Dialogue
Verbatim Instructional Dialogue
Introduction (0:00 - 0:10)
"Good morning, sophomores. Last year in Grade 9, we focused on self-awareness: recognizing and labeling our feelings. This year, we shift to self-management. Knowing you are angry or overwhelmed is only half the battle; the real test is controlling what you do next. Life is full of changes and setbacks, especially on project deadlines or in the shop. Let's look at Slide 1..."
Direct Instruction (0:10 - 0:20)
"Look at Slide 4. Impulses are like high-speed highways in our brain. They demand immediate, reactive actions before we think of the long-term cost. To break that circuit, we use the 'Pause Method'—Stop, Breathe, Think, and Choose. Taking a breath isn't a passive act; it physically lowers our adrenaline so our logical brain can get back online and make an adaptive choice."
Guided Practice (0:20 - 0:35)
"Let's look at Slide 5 for the group project pivot. Your team has been working on a complex group project for three days, and the grading criteria just changed. You have 15 minutes left. What are the impulsive traps? Yelling, quitting, shutting down. But how can we pivot? Partners, I want you to talk through how you can execute a regulated, calm adaptive pivot in your group."
Wrap-Up (0:55 - 1:00)
"Excellent work today. In your academic studies and shop work, resilience and accountability are what separate the amateurs from the true professionals. Please fill out your Exit Ticket before you go."
Emotional Recognition Unit • Grade 10 SEL Teacher Script Page 1 of 1
Controlling Yourself Slides Emotional Recognition • Lesson 2
Grade 10 Self-Management
Controlling Yourself
Mastering adaptability, impulses, and navigating setbacks with confidence.
DO NOW: Rapid Write
How do you naturally react when a plan, project, or schedule changes at the last minute? List your default habits.
Do you shut down, snap, or laugh it off? Be self-honest.
Northeast Metropolitan Regional Vocational High School Slide 1 of 6
Target Framework
Goals & Targets
Learning Objective
To demonstrate strategies for emotional regulation, stress management, and explain the importance of adapting to change.
Student Target
"I can manage my emotions, control my impulses, and adjust my behavior when situations do not go as planned."
Self-Awareness & Self-Management Competencies Slide 2 of 6
Concepts
Key Vocabulary
Grade 10 Core Terms
Self-Control
Managing emotions, actions, and reactions appropriately under stress.
Impulse
A sudden, strong urge to act without thinking of consequences.
Adaptability
The critical ability to adjust to change or brand new situations.
Resilience
The mental strength to recover quickly from challenges or setbacks.
Coping Skills
Healthy strategies used to navigate stress, anger, or heavy workloads.
Accountability
Willingness to accept responsibility for your personal actions and outcomes.
Be prepared to match these on today's worksheets Slide 3 of 6
Direct Instruction
Interrupting the Impulse
The "Pause" Method
When you experience an emotional spike, your prefrontal cortex (logic center) goes offline. Intercepting this impulse is how we keep control.
STOP
Freeze immediately before you speak, move, or post online.
BREATHE
Take two slow belly breaths to signal safety to your nervous system.
THINK
Ask: "What is the long-term impact of my next response?"
CHOOSE
Proceed with a response aligned with your professional standards.
Practicing this pause turns a reaction into a professional response Slide 4 of 6
Class Interactive
Guided Practice
The Pivot Challenge
"Your team has been working on a complex group project for three days. Just before submission, the criteria are changed—requiring you to completely re-format your final presentation. You have 15 minutes left."
Controlling Yourself Vocabulary Worksheet Grade 10 SEL • Student Handout
Vocabulary Worksheet
Lesson 2: Controlling Yourself & Importance of Adaptability
Name:
Date:
Part A: Definitions Match
Match each key word with its correct definition. Write the corresponding letter in the blank space next to each number.
1. _____ Self-Control
A. A sudden, strong urge to act without thinking of long-term consequences.
2. _____ Adaptability
B. Healthy strategies or behaviors used to manage stress, anger, or difficulty.
3. _____ Impulse
A. A sudden, strong urge to act without thinking of long-term consequences.
4. _____ Coping Skills
B. Healthy strategies or behaviors used to manage stress, anger, or difficulty.
5. _____ Resilience
F. The ability to recover quickly, bounce back, and learn from challenges or mistakes.
6. _____ Accountability
E. Accepting responsibility for your own choices, reactions, and project outcomes.
Part B: Sentence Building
Complete each sentence by filling in the blank with one of the key vocabulary words from above. Use each word only once.
1. Shouting in class when you disagree is an example of an unmanaged .
2. When a machine breaks in the shop, showing means finding a creative solution instead of quitting.
3. Taking ownership of a mistake and apologizing is a demonstration of true .
4. Deep breathing and positive self-talk are valuable when studying for finals.
Emotional Recognition • Grade 10 Self-Management Page 1 of 1
Controlling Yourself Discussion Guide Grade 10 SEL • Material 7
Discussion Guide
Unit: Emotional Recognition
Lesson 2 • Classroom Discussion
Classroom Discussion Overview
Facilitate these open-ended prompts during Lesson 2 to encourage sophomore students to reflect on impulse control and behavioral adaptability. Emphasize connections to their vocational shops, trade environments, and future work placements.
Prompt 1: Work & Trade Placements
"Why is adaptability considered a key career-ready skill in professional workplaces?"
Teacher Facilitation: Guide students to think about how unexpected events—such as client changes, machine breakdowns, or material supply delays—require professionals to pivot calmly without losing control.
Expected Student Response: "In a job, if you throw a tantrum or walk off because a machine broke, you delay the project, cost the company money, and could get fired. Adaptability means you find another solution, work on a different task, and show you are professional."
Prompt 2: The Physical Cost
"What is the physical and emotional cost of holding onto frustration or resisting unexpected changes?"
Teacher Facilitation: Help students recognize the somatic markers of stress (adrenaline spike, clenching shoulders, mental fog) when we fight change, and how acceptance lowers this load.
Expected Student Response: "When I refuse to adapt and just get angry that things didn't go my way, I stay stressed, my heart keeps racing, and I can't think clearly. Accepting the change helps me calm down and actually solve the problem."
Prompt 3: Accountability & Peer Influence
"How does practicing self-control during group conflicts show high accountability and leadership?"
Teacher Facilitation: Discuss how a single student practicing the Pause Method can influence a whole team's dynamics during a high-stakes setback.
Expected Student Response: "If everyone is yelling and panicking, and you take a breath and say 'Okay, let's stop and figure this out,' you bring the temperature down. That shows you take responsibility for the outcome rather than just reacting."
Emotional Recognition Unit • Grade 10 SEL Teacher Resource Page 1 of 1
Controlling Yourself Practice Worksheet Grade 10 SEL • Student Handout
Practice Worksheet
Lesson 2: Controlling Yourself & Importance of Adaptability
Name:
Date:
Part C: The Setback Pivot
Read the following scenario. Identify the impulsive reaction, explain the personal cost, and propose a professional adaptive response using the "Pause Method."
Scenario: The Broken Machine / Lost File
"Leo has spent three hours coding a program or designing a blueprint for class. The power glitches, the computer reboots, and the file is corrupted because it wasn't backed up. He has to demonstrate his work to the teacher in exactly 30 minutes."
1. Impulsive Reaction (Destructive Habit)
What is the automatic, destructive action Leo might want to do?
2. Propose a Pause Method Strategy
Write down the concrete steps of Stop, Breathe, Think, Choose Leo should practice.
3. Propose an Adaptive Pivot
What is a calm, professional action he can take to solve his immediate grading crisis?
Emotional Recognition • Grade 10 Self-Management Page 1 of 1
Controlling Yourself Exit Ticket Grade 10 SEL • Exit Reflection
Exit Ticket
Lesson 2: Controlling Yourself & Importance of Adaptability
Name:
Date:
1. In which classes, shops, or areas of life do you find it hardest to control your impulses?
2. Reflect on a recent setback. How did you react, and what would you change using the Pause Method?
3. What is one specific coping skill you will commit to practicing this week?
Emotional Recognition • Grade 10 Self-Management Page 1 of 1
Understanding Others Teacher Guide Grade 11 SEL • Material 1
Teacher Guide
Unit: Emotional Recognition
Lesson 3 • Social Awareness
Lesson Objectives & Overview
Description: Grade 11 Social Emotional Learning focuses on expanding social awareness, empathy, perspective-taking, and decoding nonverbal communication cues.
Measurable Objective: Students will be able to identify emotional states in others using nonverbal communication cues and demonstrate perspective-taking by analyzing distinct viewpoints in interpersonal scenarios.
Standard Alignment
CASEL: Social Awareness, Empathy, Perspective-Taking, Relationship Skills.MA State: Self-Awareness & Social Awareness; active listening in diverse team settings.
Graduate Vision Connection
Prepares Grade 11 students for cooperative placements, trade environments, and customer relations by building strong perspective-taking and professional communication skills.
Teacher Preparation Steps
Review the slideshow presentation and prepare visual cues for facial expressions.
Distribute student portfolios (Vocabulary & Practice Worksheets).
Establish a supportive and highly respectful environment for paired simulations.
Emotional Recognition Unit • Grade 11 SEL Teacher Guide Page 1 of 1
Understanding Others Teacher Sequence Grade 11 SEL • Material 2
Teacher Sequence
Unit: Emotional Recognition
Lesson 3 • Step-by-Step Timeline
Step-by-Step Lesson Timeline (45–60 Mins)
10 Mins
1. Introduction & Do Now Hook
Direct students to complete the "Quiet Observation" Do Now on their worksheets. Show Slide 2 with the nonverbal prompt. Students guess the emotional states from mute visual expressions. Debrief by highlighting that over 90% of emotional communication is silent.
10 Mins
2. Direct Instruction
Present Slides 3-4. Teach the vocabulary terms explicitly. Highlight the physical mechanics of Nonverbal Communication (posture, tone, facial micro-expressions). Frame empathy and compassion as essential trade and workplace readiness skills.
15 Mins
3. Guided Practice: Team Nonverbal Decoders
Group students into pairs. Guide them through Scenario 1 on their worksheets. Facilitate a live decoding game where partners act out silent expressions and guess the underlying feelings. Circulate to check for understanding (CFU) and offer positive reinforcement.
15 Mins
4. Independent Practice: Perspective Mapping
Direct students to complete the "Cooperative Pressure" Perspective Map independently. Ensure students think deeply about how a teammate, customer, and supervisor would feel differently under a singular trade site stressor.
05 Mins
5. Self-Reflective Exit Ticket
Administer the exit ticket at the end of class. Collect worksheets to assess student growth and monitor compliance with social-awareness objectives.
Emotional Recognition Unit • Grade 11 SEL Teacher Guide Page 1 of 1
Understanding Others Teacher Resource Grade 11 SEL • Material 3
Teacher Resource
Unit: Emotional Recognition
Lesson 3 • Vocabulary & Keys
Core Lesson Vocabulary
Empathy
Understanding and sharing another person's feelings.
Perspective
A person's point of view or way of seeing a situation.
Compassion
Caring about others' hardships and wanting to help them.
Nonverbal
Messages sent without words, such as eye contact, micro-expressions, or posture.
Listening
Paying active, close attention to fully understand another person.
Expression
The way emotions are shown through words, actions, or body language.
Vocabulary Matching Answer Key
Q1 (Empathy) Answer: E
Q2 (Perspective) Answer: C
Q3 (Compassion) Answer: B
Q4 (Nonverbal) Answer: A
Q5 (Listening) Answer: D
Q6 (Expression) Answer: F
Generalizations (Big Ideas)
Takeaway 1: Interpersonal conflicts in professional and personal spaces are rarely just about words; they are primarily rooted in misread micro-expressions and unexpressed expectations.Takeaway 2: Perspective-taking requires a deliberate pause and analytical empathy, which prevents knee-jerk defense reactions.
Emotional Recognition Unit • Grade 11 SEL Teacher Guide Page 1 of 1
Understanding Others Teacher Script Grade 11 SEL • Material 8
Teacher Script
Unit: Emotional Recognition
Lesson 3 • Verbatim Instructional Dialogue
Verbatim Instructional Dialogue
Introduction (0:00 - 0:10)
"Good morning, everyone. Over the last two years, we focused on our own minds: identifying our emotions in 9th grade, and regulating them in 10th grade. This year, we shift our focus outward. In our vocational shops, our jobs, and our relationships, our success depends on how well we read the room. Let's look at our portfolios..."
Direct Instruction (0:10 - 0:20)
"Take a look at Slide 3. Empathy isn't just a soft word; it's a mechanical skill of active observation. Notice how nonverbal communication—crossed arms, a flat tone, a micro-flinch—can tell you the exact opposite of someone's spoken words. If you can read those cues, you can adjust your strategy before a misunderstanding turns into a massive conflict."
Guided Practice (0:20 - 0:35)
"Now, let's pair up. I want one person to describe their weekend using an emotion they aren't actually expressing. Partner two, your job is to decode. What did you notice? Did their shoulders shift? Did they break eye contact? This is perspective-taking in real-time."
Wrap-Up (0:55 - 1:00)
"Excellent work today. Remember: as you step into your junior-year placements and leadership roles, social awareness makes you a professional. Fill out your exit tickets now."
Emotional Recognition Unit • Grade 11 SEL Teacher Guide Page 1 of 1
Understanding Others Slides Emotional Recognition • Lesson 3 Grade 11 SEL
Understanding Others
Reading nonverbal signals, practicing empathy, and perspective-taking in school and the workplace.
Social Awareness Module Northeast Metro Graduate Vision Alignment
Objectives Where We Are Headed
Lesson Objective
By the end of today, you will be able to identify emotional states in others using nonverbal communication and explain how perspective-taking builds collaboration.
Your Goal Today
"I can recognize how others may be feeling through their actions, words, and body language, and respond to them with empathy and respect."
Focus Core Competency: Social Awareness & Empathy
Core Vocabulary Key Terms • Part 1
Empathy
Understanding and sharing another person's feelings as if they were your own.
Perspective
A person's point of view, experiences, or unique way of seeing a situation.
Compassion
Caring about others' struggles and feeling a desire to support or help them.
Remember: These vocabulary terms are the building blocks of healthy relationships.
Core Vocabulary Key Terms • Part 2
Nonverbal
Messages sent without words—through expressions, postures, gestures, or tone.
Listening
Paying active, close attention to fully understand another person's feelings and message.
Expression
The way emotions are shown through words, actions, or body language.
Matches terms 4, 5, and 6 on your Understanding Others Vocabulary Worksheet.
Core Concept How to Read the Room
Over 90% of Emotional Communication is Nonverbal
While words are important, people show their true feelings through physical cues. When we learn to pay attention to these subtle changes, we build empathy and prevent conflicts.
Professional Tip:
Always cross-reference a person's spoken words with their body posture and eye contact before choosing how to respond.
1
Facial Micro-Expressions
Tight jaws, raised eyebrows, micro-frowns.
2
Body Language & Posture
Crossed arms, slumping, nervous shifting.
3
Voice Pitch & Pace
Fast talking, long sighs, flat or cold tone.
Notice the difference between the spoken and the shown .
Understanding Others Vocabulary Worksheet Grade 11 SEL • Material 5 • Student Handout
Vocabulary Worksheet
Lesson 3
Name:
Shop/Vocation:
Date:
Core Terminology Matching
Match each emotional recognition key term on the left with its correct definition on the right by writing the corresponding letter in the blank space.
_____ 1. Empathy
_____ 2. Perspective
_____ 3. Compassion
_____ 4. Nonverbal
_____ 5. Listening
_____ 6. Expression
A. messages sent without words, such as eye contact, micro-expressions, or posture.
B. caring about another person's hardships and actively wanting to assist or support them.
C. an individual's unique point of view or frame of mind when seeing a situation unfold.
D. paying active, deep attention to understand another person's thoughts and underlying feelings.
E. identifying, understanding, and actively sharing the raw feelings of another person.
F. the way emotions are shown through words, actions, or body language.
Short Answer Application: Emotional Expression in the Workplace
How does a coworker's emotional expression (words, actions, or body language) during a high-pressure trade or project scenario impact the team's ability to communicate? Explain in 2–3 complete sentences.
Emotional Recognition Unit • Grade 11 Student Portfolio Page 1 of 1
Understanding Others Discussion Guide Grade 11 SEL • Material 7
Teacher-Led Discussion Guide
Unit: Emotional Recognition
Lesson 3 • Classroom Prompts
Classroom Discussion Overview
Use the following structured, open-ended discussion prompts to promote critical thinking, perspective-taking, and student voice. Maintain a highly collaborative environment that encourages peers to connect insights to real-world co-op and trade applications.
Prompt 1: Decoding Silent Signals
"How can nonverbal cues change the literal meaning of spoken words?"
Teacher Facilitation: Ask students to think of a time they said "I'm fine" but meant the exact opposite.
Expected Student Response: "If someone's mouth says 'sure, no problem' but their eyebrows are furrowed and their voice is flat, they are actually unhappy. Posture and vocal tone communicate the true intent."
Prompt 2: Vocational Safety
"In a professional trade or co-op setting, why is empathy an essential safety tool?"
Teacher Facilitation: Connect this to working around heavy machinery, automotive lifts, or high-temperature kitchens.
Expected Student Response: "If my partner is highly stressed or distracted, they might make a mistake with a tool or machine. Reading their nonverbal stress signals helps me step in and keep us both safe."
Prompt 3: Empathy vs. Compassion
"What is the key difference between empathy and active compassion?"
Teacher Facilitation: Focus on how empathy is internal, while compassion is external action.
Expected Student Response: "Empathy is feeling or understanding someone's pain; compassion is taking that understanding and doing something constructive to help support or resolve their challenge."
Emotional Recognition Unit • Grade 11 SEL Teacher Guide Page 1 of 1
Understanding Others Practice Worksheet Grade 11 SEL • Material 6 • Portfolio Part 2
Practice Worksheet
Lesson 3
The Shop Scenario: Cooperative Pressure
"Marcus and Maya are co-op juniors working in the automotive shop. Maya is under intense pressure today: she has a major performance evaluation in one hour. Marcus is operating the lift and starts working faster, hoping to finish early. He drops a heavy wrench near her bay, causing a loud clang. He jokes, 'Watch your feet!' Maya micro-flinches, clenches her jaw tightly, turns her back, and says in a flat, cold tone, 'I am fine. Just keep working.' Marcus shrugs, assumes she is okay, and continues operating at high speed. Ten minutes later, Maya misaligns a rotor, which stalls the entire team's project."
Step 1: Identifying Silent Cues & Perspectives
1. What nonverbal emotional cues did Maya exhibit that Marcus completely ignored or misread?
Identify at least three cues (e.g., body movements, facial expressions, tone):
2. Perspective Mapping: How did Marcus's perspective and Maya's perspective differ in this moment?
Marcus's Perspective:
What was he focused on?
Maya's Perspective:
What was she feeling?
Step 2: Empathetic & Compassionate Action
3. How could Marcus have responded using empathy and compassion when Maya said "I am fine" in that cold tone? Rewrite his dialogue and action.
Write Marcus's new action and dialogue:
Emotional Recognition Unit • Grade 11 Student Portfolio Page 1 of 1
Understanding Others Exit Ticket Grade 11 SEL • Material 9 • Portfolio Part 3
Student Exit Ticket
Lesson 3
Name:
Shop/Vocation:
Date:
Complete the following self-reflective prompts to evaluate your growth in social awareness and perspective-taking today. Be honest—this assessment supports your progress towards the Northeast Metro graduate vision.
Q1: What is the most significant visual or vocal clue you will look for from your peers or shop partners to gauge their actual emotional state? Why?
Think of facial expressions, posture, or tone of voice.
Write your thoughts here...
Q2: Explain how perspective-taking (trying to see a situation through another's experiences) will help you avoid conflicts during team-based vocational assignments.
Connect this directly to a shop situation you expect to face.
Write your thoughts here...
Q3: Empathy Self-Assessment
Rate your comfort level in identifying when someone else is feeling stressed, overwhelmed, or frustrated, even if they say they are fine:
1 • Developing I struggle to notice nonverbal signals.
2 • Proficient I notice them, but I rarely know how to respond.
3 • Advanced I recognize signals and can show empathy.
4 • Expert I can guide teammates and practice active compassion.
Emotional Recognition Unit • Grade 11 Student Portfolio Page 1 of 1
Mastering EQ Teacher Guide Grade 12 SEL • Material 1
Teacher Guide
Unit: Emotional Recognition
Lesson 4 • Capstone Mastery
Lesson Objectives & Overview
Description: Grade 12 Social Emotional Learning synthesizes self-awareness, self-management, and social awareness to build high-level relationship skills and conflict resolution.
Measurable Objective: Students will apply integrated emotional intelligence (EQ) competencies—self-awareness, self-management, social awareness, and relationship skills—to resolve high-stakes transition conflicts and formulate collaborative decisions.
Standard Alignment
CASEL: Relationship Skills, Conflict Resolution, Responsible Decision-Making.MA State: Synthesizing communication skills and self-reflection in career preparation.
Graduate Vision Connection
Prepares graduating seniors to step confidently into industry, adult trades, or collegiate academic projects with the emotional maturity and professionalism of leaders.
Teacher Preparation Steps
Review the slideshow presentation and prep-slides focusing on transition stress.
Distribute student capstone portfolios (Vocabulary & Practice Worksheets).
Set a serious, career-oriented tone for analyzing Dave's electrical shop scenario.
Emotional Recognition Unit • Grade 12 SEL Teacher Guide Page 1 of 1
Mastering EQ Teacher Sequence Grade 12 SEL • Material 2
Teacher Sequence
Unit: Emotional Recognition
Lesson 4 • Step-by-Step Timeline
Step-by-Step Lesson Timeline (45–60 Mins)
10 Mins
1. Introduction & Do Now Hook
Direct students to complete the "Future Transitions" Do Now on their worksheets. Show Slide 2 with the post-secondary entry prompt. Facilitate a brief debrief exploring typical communication breakdowns during internships or adult job entry.
10 Mins
2. Direct Instruction
Present Slides 3-4. Teach vocab terms explicitly. Introduce the integrated EQ framework : Self-Awareness (Identify) → Self-Management (Regulate) → Social Awareness (Empathy) → Relationship Skills (Conflict Resolution). Teach the "Listen-Pause-Resolve" model.
15 Mins
3. Guided Practice: Team EQ Consultations
Form student team pairs. Guide them through Scenario 1 on their worksheets. Model active communication: naming underlying stress, using objective facts, and seeking mutually respectful, win-win solutions without defensive drama.
15 Mins
4. Independent Practice: Integrated EQ Portfolio
Direct students to complete the Dave's electrical shop scenario in their portfolios. Ensure students write a complete 4-pillar plan detailing their exact actions for self-awareness, management, social sensing, and conflict resolution.
05 Mins
5. Capstone Reflective Exit Ticket
Administer the exit ticket at the end of class. Collect portfolios to evaluate the final unit performance and student personal readiness for post-secondary transitions.
Emotional Recognition Unit • Grade 12 SEL Teacher Guide Page 1 of 1
Mastering EQ Teacher Resource Grade 12 SEL • Material 3
Teacher Resource
Unit: Emotional Recognition
Lesson 4 • Vocabulary & Keys
Core Lesson Vocabulary
Emotional Intelligence (EQ)
The ability to understand and manage emotions in yourself and others.
Self-Management
Using strategies to regulate emotions and behaviors.
Relationship Skills
Abilities that help build healthy interactions with others.
Communication
Sharing thoughts and feelings clearly and respectfully.
Conflict Resolution
Solving disagreements in a positive and productive way.
Growth Mindset
Believing skills and understanding can improve through effort.
Vocabulary Matching Answer Key
Q1 Answer: E
Q2 Answer: D
Q3 Answer: C
Q4 Answer: B
Q5 Answer: A
Generalizations (Big Ideas)
Takeaway 1: Emotional intelligence is the foundational pillar of leadership; it multiplier-effects technical competence in cooperative placements and professional environments.Takeaway 2: True conflict resolution rejects defensive responses, focusing instead on objective safety requirements and empathetic compromise.
Emotional Recognition Unit • Grade 12 SEL Teacher Guide Page 1 of 1
Mastering EQ Teacher Script Grade 12 SEL • Material 8
Teacher Script
Unit: Emotional Recognition
Lesson 4 • Verbatim Instructional Dialogue
Verbatim Instructional Dialogue
Introduction (0:00 - 0:10)
"Seniors, we have arrived at our capstone lesson. For four years, we have scaled emotional recognition. You started with self-awareness in 9th grade, progressed to self-regulation in 10th, and perspective-taking in 11th. Today, we pull it all together. Emotional Intelligence, or EQ, is the ultimate multiplier. In a few months, you enter the real world. Let's make sure you command it."
Direct Instruction (0:10 - 0:20)
"Look at Slide 3. Many think EQ is just 'being nice.' It isn't. It's the strategic science of managing your own stress while navigating others' emotional states. If you can use relationship skills and conflict resolution during a tense site project or client presentation, you will out-perform and out-lead your peers."
Guided Practice (0:20 - 0:35)
"Let's work in pairs to analyze Scenario 1 on our sheets. If a coworker is slacking because of personal stress, how does an EQ-driven team leader respond? Do they yell? Or do they use active communication to address accountability while maintaining trust? Let's map it out."
Wrap-Up (0:55 - 1:00)
"Incredible insights. The Northeast Metro graduate vision isn't just about technical trade certificates; it's about emotional maturity. Fill out your capstone portfolio exit tickets now."
Emotional Recognition Unit • Grade 12 SEL Teacher Guide Page 1 of 1
Mastering EQ Slides Emotional Recognition • Lesson 4 Grade 12 Capstone
Mastering Emotional Intelligence
Integrating self-awareness, self-management, and social awareness to lead, collaborate, and make responsible transition choices.
EQ Integration Portfolio Northeast Metro Graduate Vision Alignment
Objectives Your Senior Capstone
Lesson Objective
By the end of today, you will be able to apply integrated emotional intelligence (EQ) skills in a variety of complex social, academic, and professional situations.
Your Goal Today
"I can use emotional intelligence skills to make positive choices, build healthy relationships, and handle high-stakes challenges effectively as I transition out of high school."
Focus Core Competencies: Relationship Skills & Decision-Making
Core Vocabulary Key Terms • Part 1
Emotional Intelligence (EQ)
The ability to identify, understand, and regulate emotions in yourself and in your relationships with others.
Self-Management
Using deliberate strategies to control impulses, regulate stress, and adapt constructively to setbacks.
Relationship Skills
Abilities that help build healthy, supportive, and mutually respectful interactions in team environments.
Remember: EQ is highly valued by employers, even more than raw technical skills.
Core Vocabulary Key Terms • Part 2
Communication
Sharing ideas, concerns, and thoughts clearly, professionally, and respectfully under all conditions.
Conflict Resolution
Solving disagreements or professional disputes in a collaborative, positive, and forward-looking way.
Growth Mindset
Believing that your technical, academic, and emotional skills can constantly improve through effort and practice.
Plus: Regulate —using emotional management tools to keep actions focused and professional.
Core Concept The 4 Pillars of Emotional Intelligence
01
Self-Awareness
"What am I feeling right now, and what are my triggers?"
Grade 9 Base
02
Self-Management
"How can I regulate my stress and pause before acting?"
Grade 10 Scaffold
03
Social Awareness
"How are others feeling, and what is their perspective?"
Grade 11 Scaffold
04
Relationship Skills
"How can we resolve this conflict collaboratively?"
Mastering EQ Vocabulary Worksheet Grade 12 SEL • Material 5 • Portfolio Part 1
Vocabulary Worksheet
Lesson 4
Name:
Shop/Vocation:
Date:
Do Now Hook: Future Transitions
Think ahead to six months after graduation. You are at your new job site, trade union, or college campus. When you experience a high-stakes disagreement with a coworker, supervisor, or roommate, what is your typical "go-to" response? How might an impulse reaction compare to a paused, intentional response?
Describe your typical response vs. an intentional, paused response:
Core Terminology Matching
Match each emotional intelligence term on the left with its student-friendly definition on the right. (All styling is identical to ensure unbiased choices).
__ 1. Emotional Intelligence
__ 2. Self-Management
__ 3. Relationship Skills
__ 4. Communication
__ 5. Conflict Resolution
A. resolving disagreements constructively and collaboratively.
B. sending ideas, messages, and feedback clearly and respectfully.
C. maintaining healthy, supportive, and active team relationships.
D. regulating stress and managing behavioral impulses under pressure.
E. identifying, regulating, and steering emotions in self and others.
Applying the Terms: "Regulate" & "Growth Mindset"
How can adopting a growth mindset help you improve your ability to regulate strong emotions (like anger or frustration) during high-pressure situations?
Your response:
Emotional Recognition Unit • Grade 12 Student Portfolio Page 1 of 1
Mastering EQ Discussion Guide Grade 12 SEL • Material 7
Teacher-Led Discussion Guide
Unit: Emotional Recognition
Lesson 4 • Classroom Prompts
Classroom Discussion Overview
Use the following structured, open-ended discussion prompts to explore senior transition readiness, relationship management, and safety protocols under team pressure. Actively challenge seniors to share post-secondary career concerns.
Prompt 1: Stress & Impulse Management
"Why does high pressure make emotional intelligence harder to apply in the moment?"
Teacher Facilitation: Connect back to Grade 10 concepts of fight-or-flight and biological stress triggers.
Expected Student Response: "Under intense stress, our survival instinct triggers defensiveness or panic. We act on impulsive anger or shutdown instead of pausing. Staying calm requires actively practicing self-management techniques."
Prompt 2: Team Productivity
"How can relationship skills and active listening impact safety and productivity in vocational settings?"
Teacher Facilitation: Discuss how emotional friction ruins team focus and invites critical errors on site.
Expected Student Response: "If coworkers are constantly bickering, they get distracted. In trades like electrical or carpentry, a split-second distraction leads to accidents. Resolving conflicts quickly keeps everyone safe and keeps projects moving."
Prompt 3: Mindset Multipliers
"What role does a growth mindset play in developing emotional intelligence?"
Teacher Facilitation: Ask students if empathy and self-regulation are static qualities or trainable skills.
Expected Student Response: "It helps us realize we are not 'stuck' with bad temperaments or coping habits. We can actively train ourselves to communicate better and navigate conflicts more productively over time."
Emotional Recognition Unit • Grade 12 SEL Teacher Guide Page 1 of 1
Mastering EQ Practice Worksheet Grade 12 SEL • Material 6 • Portfolio Part 2
Practice Worksheet
Lesson 4
Post-Graduate Scenario: High-Stakes Delivery
"You are three months into your first post-graduate job. You and a senior coworker, Dave, are racing to complete a critical contract installation. You notice that Dave has made a major wiring error that violates code and creates a serious safety hazard. If you point it out, Dave will have to spend three hours rebuilding it, delaying delivery and costing the company money. When you mention the wiring, Dave rolls his eyes, sighs heavily, and snaps, 'Look, kid, I've been doing this for fifteen years. I don't need a high school graduate auditing my work. Mind your own business and keep sweeping.'"
The Four-Pillar EQ Plan
Pillar 1: Self-Awareness (Grade 9)
What emotions are triggered in you by Dave's reaction?
Identify your physical & mental responses:
Pillar 2: Self-Management (Grade 10)
How will you regulate yourself to avoid an impulse reaction?
Detail your Pause/coping strategy:
Pillar 3: Social Awareness (Grade 11)
What is Dave's perspective? Why is he reacting this way?
Map out his stressors & thoughts:
Pillar 4: Relationship Skills (Grade 12)
How do you resolve this conflict keeping safety & respect intact?
Write your professional dialogue/action:
Emotional Recognition Unit • Grade 12 Student Portfolio Page 1 of 1
Mastering EQ Exit Ticket Grade 12 SEL • Material 9 • Portfolio Part 3
Student Exit Ticket
Lesson 4
Name:
Shop/Vocation:
Date:
Reflect on your four-year developmental journey through the Emotional Recognition unit. As a graduating senior, your self-assessment will demonstrate how your social-emotional competence aligns with the Northeast Metropolitan Regional Graduate Vision.
Q1: How has your ability to manage your emotional reactions and impulses (Self-Management) evolved since your freshman year (Grade 9)?
Contrast a freshman reaction with how you manage yourself today as a senior.
Write your thoughts here...
Q2: In what ways will your emotional intelligence (EQ) make you a safer, more professional, and more successful team member in your vocational or collegiate transition?
Provide a specific workplace or team project example where high EQ is crucial.
Write your thoughts here...
Q3: Capstone EQ Readiness Self-Assessment
Rate your preparedness to enter the workforce or college using your integrated emotional intelligence skills:
1 • Developing I am still working on basic triggers.
2 • Proficient I can regulate and decode under stress.
3 • Advanced I actively resolve team conflicts.
4 • Master I lead teams safely and model high EQ.
Emotional Recognition Unit • Grade 12 Student Portfolio Page 1 of 1
