Feelings and Boundaries Worksheet

Name: ________________________ Date: ________________

1. Draw a time you used an I-statement or set a boundary:

2. Write your I-statement below:

I feel ______________________________ when ______________________________.

Use what you learned about feelings, boundaries, and I-statements to help keep friendships kind and strong!

Friendship Scenario Cards

Use these scenario cards in the Guided Role-Play activity. Print and cut them out so each pair of students gets one card. Students take turns acting out the scenario (mean or jealous behavior) and responding with an I-statement to set a boundary.

Cards:

1. Someone grabs your crayon without asking.
   
   
   
   
2. Your friend won’t share the swing.
   
   
   
   
3. A friend says you can’t play with their toy.
   
   
   
   
4. Someone takes your snack without permission.
   
   
   
   
5. A friend makes fun of your drawing.
   
   
   
   
6. Someone feels left out when you play with another friend.
   
   
   
   

Students should practice:

• Partner A acts out the behavior in the scenario.
• Partner B uses an I-statement: “I feel ___ when ___, please ___.”
• Switch roles after a few minutes and try a new card.

Kindness Circle

Objective

Help students reflect on how meanness and jealousy can break friendships, understand the importance of boundaries, and practice using “I feel… when…” statements to keep friendships strong.

Guidelines (Classroom Agreements)

• Speak one at a time and listen with kind hearts.
• Use respectful words—no name-calling or teasing.
• Raise your hand to share and wait for your turn.
• Support each other: encourage and celebrate everyone’s ideas.

Discussion Prompts

1. Understanding Meanness (5 minutes)

Question: What does it feel like when someone is mean to you or to a friend?
Follow-Up:

• How do you think that person feels afterward?
• What might happen to the friendship if meanness continues?

2. Exploring Jealousy (5 minutes)

Question: Have you ever felt jealous of a friend (maybe because they got a new toy or joined another game)?
Follow-Up:

• How did it make you feel inside?
• What could you say or do instead of acting jealous so you don’t hurt your friend’s feelings?

3. Setting Boundaries (7 minutes)

Question: A boundary is something you need to feel safe and happy in a friendship. What are some examples of boundaries you might have?
Follow-Up:

• If someone took your crayon without asking, how could you set a boundary?
• (Optionally use a scenario from the Friendship Scenario Cards to spark ideas.)

4. Practicing I-Statements (7 minutes)

Question: We use an I-statement to share how we feel and what we need. It follows the guide:

“I feel ___ when ___, please ___.”
Activity: Turn one of our boundary scenarios into an I-statement.

• Example: “I feel sad when you grab my toy without asking. Please ask me first.”
  Follow-Up:
• Who can share their I-statement?
• How might saying it calmly help keep a friendship strong?

5. Reflection & Next Steps (6 minutes)

Question: What is one thing you will practice this week to be a kinder friend?
Follow-Up:

• How will you remember to use your I-statement?
• (Later, complete the Feelings and Boundaries Worksheet to draw or write your plan.)

Use our kindness circle time to build empathy, practice new skills, and ensure every student leaves feeling heard and supported!

I-Statement Rubric

Use this rubric to assess students’ ability to use “I feel … when …, please …” statements effectively.

Scoring Guide:

• 3 = Proficient
• 2 = Developing
• 1 = Beginning

Total Score Range: 3–9 points

Use this rubric when reviewing students’ Feelings and Boundaries Worksheet exit tickets or during role-play observations to provide targeted feedback and guide next steps.

Feelings Chart

Time: 5 minutes

Objective: Students will identify and name common feelings—happy, sad, mad, and jealous—and connect each feeling to friendship situations.

Materials:

• Chart paper divided into four columns labeled Happy, Sad, Mad, Jealous
• Marker
• Sticky dots or colored stickers

Procedure:

1. Gather students in a circle and display the chart at the front of the class.
2. Read a simple scenario aloud (e.g., “Your friend shares their toy with you.”).
3. Ask: “How does that make you feel?”
4. Invite a volunteer to place a sticker under the matching feeling column.
5. Repeat with 3–4 scenarios, including kind (sharing), mean (taking without asking), and jealous (a friend plays a game without you).
6. Emphasize: “Naming our feelings helps us know when to use an I-statement or set a boundary to keep our friendships strong.”

Kindness Pledge

Name: ________________________ Date: ____________________

Think of one kind thing you will do this week to keep your friendships strong.

I pledge to: _____________________________________________________







My pledge will help my friends feel: ________________________________







Signature: ______________________