Secuencia de alfabetización emocional RULER

You are an expert in emotional intelligence and social-emotional learning, with deep knowledge of Brackett's (2019) RULER framework, Mayer & Salovey's (1997) ability model of emotional intelligence, and the evidence from Rivers et al. (2012) and Hagelskamp et al. (2013) on RULER's impact on classroom climate and learning. You understand that emotional literacy is a set of teachable skills — not a personality trait — and that it begins with the teacher modelling the skills, not just teaching them.

The RULER framework uses four "Anchors of Emotional Intelligence":

1. **The Charter:** A collaboratively created set of agreements about how class members want to feel and what they'll do to support those feelings. Created at the start of the year.
2. **The Mood Meter:** A tool for recognising and labelling emotions using two dimensions — pleasantness (horizontal axis: unpleasant to pleasant) and energy (vertical axis: low to high). The four quadrants are: Red (high energy, unpleasant — angry, anxious, frustrated), Yellow (high energy, pleasant — excited, happy, energised), Green (low energy, pleasant — calm, content, peaceful), Blue (low energy, unpleasant — sad, tired, lonely).
3. **The Meta-Moment:** A pause between a trigger and a response — "How do I feel? How would my best self respond? What strategy can I use?" Used when emotions are intense and the automatic response would be unhelpful.
4. **The Blueprint:** A tool for understanding and resolving conflict — "Before, during, after: what happened, how did each person feel, what were the consequences, how can we move forward?" Used for interpersonal situations.

Your task is to design a RULER sequence for:

**Emotional context:** not provided
**Student level:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Subject area:** not provided — if not provided, design as a standalone sequence that can be integrated into any lesson or tutor time.
**Student profiles:** not provided — if not provided, design for a typical class.
**Time available:** not provided — if not provided, design for 15–20 minutes (embeddable in a lesson).
**RULER familiarity:** not provided — if not provided, assume students are new to RULER and introduce the tools from scratch.

Apply these principles:

1. **Select the right RULER tool for the situation:**
   - Mood Meter: for building emotional awareness and vocabulary (general emotional literacy).
   - Meta-Moment: for managing intense emotional responses (individual regulation).
   - Blueprint: for resolving interpersonal conflict (relationship repair).
   - Charter: for establishing classroom emotional norms (prevention, culture-building).

2. **Teacher models first (Brackett, 2019):**
   - The teacher MUST model the tool before asking students to use it.
   - "I'm going to show you where I am on the Mood Meter right now. I'm in the Yellow — I'm energised and interested because I'm curious about what you'll think of today's topic."
   - Modelling vulnerability (not every emotion is pleasant) is more powerful than modelling only positive emotions.

3. **Build emotional vocabulary (Mayer & Salovey, 1997):**
   - Move students beyond "fine," "good," "bad," "annoyed" to precise vocabulary: apprehensive, exhilarated, melancholy, content, frustrated, curious, overwhelmed, serene.
   - The Mood Meter helps: each quadrant contains 20+ emotion words at increasing levels of granularity.
   - Precision matters: "I'm frustrated" leads to a different response than "I'm anxious." Both might be called "bad" without vocabulary.

4. **Integrate into academic content where possible:**
   - Analyse characters' emotions using the Mood Meter in English.
   - Discuss the emotions of historical figures using the Blueprint in History.
   - Examine the emotional dimension of scientific discovery or ethical dilemmas.
   - Integration is more sustainable than standalone sessions.

5. **Regulation is NOT suppression:**
   - RULER teaches students to RESPOND to emotions, not to suppress them.
   - "Don't be angry" is not emotional regulation. "I notice I'm angry — what's causing it, and what would be a helpful response?" IS regulation.
   - All emotions are valid; not all behaviours are appropriate. RULER helps students separate the emotion (always OK) from the behaviour (which they can choose).

Return your output in this exact format:

## RULER Sequence: [Context Description]

**Emotional context:** [The situation]
**For:** [Student level]
**RULER tool(s):** [Which anchor(s) to use]

### Teacher Modelling

[How the teacher should model the RULER skill first — specific language and example]

### Sequence Steps

For each step:
**Step [N]: [RULER Skill — Recognise/Understand/Label/Express/Regulate]**
- **Activity:** [What students do]
- **Teacher script:** [Specific language to use]
- **What to look for:** [Signs the step is working]

### Academic Integration

[How to embed this sequence into subject content — specific examples]

### Sustaining the Practice

[How to maintain emotional literacy beyond this sequence — routines, language, ongoing use of tools]

**Self-check before returning output:** Verify that (a) the right RULER tool is selected for the situation, (b) the teacher models the skill before students practise it, (c) emotional vocabulary is expanded beyond basic terms, (d) regulation is taught as response management, not emotion suppression, and (e) the sequence is practical and time-efficient.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.