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Brave Voices

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Lesson Plan

Brave Voices Session 1

Students will recognize and name basic emotions and practice using simple words to express needs instead of crying.

Teaching children to identify feelings and use words empowers them to self-advocate, reduces frustration, and builds emotional resilience.

Audience

Kindergarten

Time

30 minutes

Approach

Storytelling, modeling, and role-play

Materials

Prep

Prepare Materials

10 minutes

  • Print and cut out Feeling Flashcards
  • Laminate and display Emotion Word Posters on the board or wall
  • Review and organize Role-Play Scenario Cards into easy-to-read stacks
  • Familiarize yourself with common emotion words (e.g., “help,” “stop,” “wait,” “I feel…”)
  • Arrange seating in a circle for group interaction

Step 1

Warm-Up: Feeling Circle

5 minutes

  • Gather students in a circle on the rug
  • Show one Feeling Flashcard at a time
  • Ask: “What is this feeling? When do you feel this way?”
  • Encourage 2–3 volunteers to share a time they felt happy, sad, or angry

Step 2

Introduce Word Use

10 minutes

  • Display Emotion Word Posters
  • Model a scenario: pretend to be upset and show tears, then say “I need help” instead of crying
  • Emphasize: “Words help us feel better.”
  • Invite students to repeat after you: “I feel ___ when ___.”

Step 3

Guided Practice: Role-Play

10 minutes

  • Divide students into pairs or small groups
  • Give each group a Role-Play Scenario Card
  • Prompt them to act out the scenario twice: once crying, then using words (e.g., “I need help!”)
  • Circulate and offer praise: “Great job using your words!”

Step 4

Closure & Reflection

5 minutes

  • Reconvene whole group
  • Ask 2–3 students to demonstrate a scenario using words instead of tears
  • Review: “Which helped more—crying or using words?”
  • Praise all: “You are brave voices!”
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Slide Deck

Brave Voices Session 1

Using Words, Not Tears

Welcome everyone to Brave Voices Session 1. Greet students, introduce the program, and set a positive tone. Explain that today we’ll learn how to use our words instead of crying when we feel upset.

Today’s Objectives

• Recognize and name basic feelings
• Practice using words to express needs instead of crying

Read each objective aloud. Emphasize that naming feelings and using words helps us feel better and get what we need.

Warm-Up: Feeling Circle

  1. Sit in a circle
  2. Show a Feeling Flashcard
  3. Name the feeling
  4. Share a time you felt it

Invite students to sit in a circle. Show the Feeling Flashcards one at a time. Ask: “What feeling is this? When do you feel this way?” Encourage 2–3 volunteers to share.

Feeling Flashcards Examples

🙂 Happy
😢 Sad
😠 Angry

Display the flashcards visually or hold them up. Ask students to say the word and show the matching facial expression.

Emotion Word Posters

• I feel…
• Help
• Stop
• Wait

Point to each poster one at a time. Read the word and ask students to repeat. Explain when we might use each word.

Using Words Instead of Tears

  1. Teacher models: “I need help!”
  2. Words help us feel better
  3. Repeat: “I feel ___ when ___.”

Model a scenario: pretend to be frustrated, show tears, then switch and say “I need help.” Emphasize that words help everyone understand us better. Invite the class to repeat the phrase.

Guided Practice: Role-Play

• Pair up and get a scenario card
• Act out crying first
• Act out using words next
• Say: “I need help!”

Divide students into pairs or small groups. Hand out Role-Play Scenario Cards. In each group, act out the scenario twice—first with crying, then with words. Circulate and offer praise.

Closure & Reflection

• Volunteers demonstrate using words
• Discuss: crying vs. words
• Praise: “Great job, Brave Voices!”

Bring everyone back to the circle. Ask two or three volunteers to demonstrate a scenario using words. Ask: “Which helped more—crying or using words?” Praise all contributions.

Great Job, Brave Voices!

See you in Session 2 to learn more ways to speak up!

Congratulate the class on their first session. Remind them to practice using words throughout the day. Briefly preview Session 2.

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Activity

Session 1 Printables

These print-ready sheets support the activities in Brave Voices Session 1 and slides.

1. Feeling Flashcards

Print, cut, and optionally laminate each card.

• 🙂 Happy
• 😢 Sad
• 😠 Angry

2. Emotion Word Posters

Large, bold text — display on the wall or at circle time.

• I feel…
• Help
• Stop
• Wait

3. Role-Play Scenario Cards

Cut into individual cards. In pairs or small groups, students act out each scenario first crying, then using words.

  1. Toy Taken
    You’re playing with a truck. A friend takes it without asking.
    • Crying: “Waaah!”
    • Using words: “Please give my truck back.”



  1. Dropped Blocks
    You build a tower, then it falls down.
    • Crying: “Waaah!”
    • Using words: “I feel sad when my tower falls.”



  1. Stuck Snack Bag
    You can’t open your snack.
    • Crying: “Waaah!”
    • Using words: “I need help opening my snack, please.”



  1. Missing Pencil
    You want to draw but can’t find your pencil.
    • Crying: “Waaah!”
    • Using words: “I need a pencil, please.”



  1. Playground Turn
    You’re waiting for the swing and another friend jumps on.
    • Crying: “Waaah!”
    • Using words: “May I have a turn on the swing?”



  1. Untied Shoe
    Your shoe is untied and you trip.
    • Crying: “Waaah!”
    • Using words: “Please help me tie my shoe.”






Use these printables during warm-up, guided practice, and reflection. Praise students when they choose words over tears: “Great job being Brave Voices!”

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Warm Up

Session 1 Warm-Up: Feeling Circle

Objective: Recognize and name basic feelings and share when we feel them.

Materials:

Steps:

  1. Gather students in a circle on the rug.
  2. Hold up one Feeling Flashcard at a time.
  3. Ask:
    • “What feeling is this?”
    • “When do you feel this way?”
  4. Invite 2–3 volunteers to share a time they felt happy, sad, or angry.

Teacher Tip: Use expressive facial cues and encourage every student’s voice.

Student Reflection

  1. Draw the face that matches how you feel right now:






  1. Finish this sentence: “I feel _______ when _______.”






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Lesson Plan

Brave Voices Session 2

Students will learn to use polite words like “please” and “thank you” when asking for help, and practice making clear, respectful requests.

Teaching polite request skills helps children self-advocate respectfully, fosters positive interactions, and builds confidence in asking for help.

Audience

Kindergarten

Time

30 minutes

Approach

Modeling, flashcards, and role-play

Materials

Prep

Prepare Session 2 Materials

10 minutes

Step 1

Warm-Up: Magic Words Match

5 minutes

  • Gather students in a circle
  • Show each Polite Request Flashcard one at a time (e.g., “please,” “help,” “thank you”)
  • Ask: “What is this word? When could we use it?”
  • Invite volunteers to show a hand gesture or facial expression for each word

Step 2

Introduce Polite Requests

10 minutes

  • Display Help Request Posters
  • Read each example request aloud (e.g., “May I have a turn on the slide, please?”)
  • Model two short scenarios: first without polite words, then with polite words
  • Emphasize: “Using ‘please’ shows respect, ‘thank you’ shows kindness”
  • Invite students to repeat each phrase together

Step 3

Guided Practice: Role-Play Requests

10 minutes

  • Divide students into pairs or small groups
  • Give each group a Help Scenario Card
  • In each group, act out the scenario twice:
    1. One child acts upset and makes no request
    2. Repeat using a polite request (e.g., “Please help me zip my jacket.”)
  • Circulate, prompt polite words, and praise: “Great job saying ‘please’!”

Step 4

Closure & Reflection

5 minutes

  • Reconvene whole group in a circle
  • Ask 2–3 volunteers to share their favorite magic word and when they use it
  • Discuss: “How did saying ‘please’ or ‘thank you’ make you feel?”
  • Reinforce: “Using words is powerful—brave voices use polite words!”
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Slide Deck

Brave Voices Session 2

Using Magic Words: Please & Thank You

Welcome everyone to Brave Voices Session 2. Greet students and explain that today we’ll learn to use magic words like “please” and “thank you” when we need help.

Today’s Objectives

• Recognize polite words (please, thank you)
• Practice making clear, respectful requests

Read each objective aloud. Emphasize how polite words help us get what we need and show kindness.

Warm-Up: Magic Words Match

  1. Sit in a circle
  2. Show a Polite Request Flashcard
  3. Name the word
  4. Share when you might use it

Introduce our warm-up game. Explain that each polite word is like magic—it opens doors and makes others smile.

Polite Request Flashcards

• Please
• Help
• Thank you

Display or hold up each flashcard. Ask the class to say the word and show a gesture or face that matches its meaning.

Help Request Posters

“May I have a turn on the slide, please?”

“Thank you for helping me zip my jacket.”

Point to each example on the posters. Read them aloud and ask students to repeat. Highlight how adding “please” or “thank you” changes the tone.

Modeling Polite vs. Impolite

  1. “Give me a turn!” 😠
  2. “May I have a turn, please?” 🙂

Model two short scenes: first ask without magic words, then repeat with “please” and “thank you.” Ask students which felt nicer.

Guided Practice: Role-Play

• Act out without magic words
• Act out again using “please” and “thank you”
• Praise: “Great job using magic words!”

Divide students into pairs or small groups. Hand out Help Scenario Cards. In each group, practice both versions and use magic words.

Closure & Reflection

• Which magic word is your favorite?
• When will you use it today?
• How did it make you feel?

Bring the class back together. Invite volunteers to share their favorite magic word and describe a time they used it.

Great Job, Brave Voices!

See you in Session 3 to learn another way to use your brave voice!

Congratulate students on learning Session 2. Remind them to use polite words all day. Preview that next time we’ll learn to speak up when we need a break.

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Lesson Plan

Brave Voices Session 3

Students will learn to recognize when they feel overwhelmed, request a break using a signal, and practice simple calming strategies to feel ready to rejoin activities.

Teaching children to self-regulate by asking for breaks and using calming tools builds coping skills, reduces frustration, and empowers them to advocate for their needs.

Audience

Kindergarten

Time

30 minutes

Approach

Modeling, guided practice, and role-play

Materials

Prep

Prepare Session 3 Materials

10 minutes

Step 1

Warm-Up: Feeling Thermometer Check

5 minutes

  • Gather students around the Feeling Thermometer Poster
  • Point to each level (calm, a little upset, very upset)
  • Ask: “Where do you feel you are right now?”
  • Invite 2–3 volunteers to point and share a time they felt at that level

Step 2

Introduce Break Signals & Calming Strategies

10 minutes

  • Show the Break Signal Cards
  • Explain: “When we feel upset, we can show this card to ask for a break.”
  • Model asking for a break: hold up the card and say “I need a break, please.”
  • Introduce the Calming Strategy Toolkit
  • Demonstrate a deep-breathing activity using a breathing buddy (e.g., stuffed animal on belly)
  • Invite students to practice one calming strategy together

Step 3

Guided Practice: Role-Play Break Requests

10 minutes

  • Divide students into pairs or small groups
  • Give each group a set of Break Scenario Cards
  • In each group, take turns:
    1. One student acts out feeling upset in the scenario
    2. They show the break card and say “I need a break, please.”
    3. Partner leads them through a calming strategy from the toolkit
  • Circulate to prompt correct signal use and offer praise

Step 4

Closure & Reflection

5 minutes

  • Reconvene whole group by the Feeling Thermometer
  • Ask volunteers: “How did you feel before and after using your calming strategy?”
  • Reinforce: “Using a break and calming tools helps our brave voices stay strong!”
  • Praise all efforts and remind them to use these tools whenever they need a break
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Slide Deck

Brave Voices Session 3

Recognizing Overwhelm & Asking for Breaks

Welcome to Brave Voices Session 3! Today we’ll learn how to notice when we feel upset, ask for a break, and use calming tools to feel better.

Today’s Objectives

• Identify when we feel upset
• Use a break signal to ask for a break
• Practice calming strategies to feel better

Read objectives aloud. Emphasize that asking for breaks and using calming strategies helps us stay in control.

Warm-Up: Feeling Thermometer Check

  1. Look at the Feeling Thermometer
  2. Point to where you feel you are now
  3. Share a time you felt that way

Gather students around the Feeling Thermometer Poster. Explain each level: calm, a little upset, very upset.

Feeling Thermometer Poster

1 Calm (😊)
2 A little upset (😟)
3 Very upset (😡)

Display the Feeling Thermometer Poster on the screen or wall. Walk through each level and ask students to make a face for each.

Introducing Break Signals

• Hold up this card
• Say: “I need a break, please.”

Show students the Break Signal Cards. Explain that holding up this card and saying the phrase tells the teacher they need a break.

Break Signal Card Example

✋ I need a break, please.

Show an example Break Signal Card. Model: hold it up, look at the teacher, and say your phrase in a clear voice.

Calming Strategy Toolkit

• Breathing buddy (stuffed animal on belly)
• Stress ball
• Quiet timer

Let’s try deep breaths together.

Introduce the Calming Strategy Toolkit. Show each item and explain how it helps us calm down.

Guided Practice: Role-Play

  1. In pairs, pick a Break Scenario Card
  2. Act out feeling upset
  3. Show break card & say “I need a break, please.”
  4. Use a calming strategy from the toolkit

Explain the role-play activity. Students will practice asking for a break and choosing a calming tool.

Closure & Reflection

• How did you feel before? After?
• Which calming tool helped most?
• Great job using your brave voices!

Bring everyone back together. Ask volunteers to share how they felt before and after using a calming strategy.

Great Job, Brave Voices!

See you in Session 4 to learn another way to use your brave voice!

Congratulate students on completing Session 3. Remind them to use break signals and calming tools whenever they need them. Preview Session 4.

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Lesson Plan

Brave Voices Session 4

Students will learn to set kind but firm boundaries by using simple stop words and assertive statements like “Stop, please” or “No, thank you” when they feel uncomfortable.

Teaching assertive boundary-setting helps children advocate for themselves safely, respect others’ feelings, and feel empowered to express personal limits.

Audience

Kindergarten

Time

30 minutes

Approach

Modeling, practice, and role-play

Materials

Prep

Prepare Session 4 Materials

10 minutes

Step 1

Warm-Up: Stop and Go Game

5 minutes

  • Gather students in a circle on the rug
  • Hold up a green card from the Stop Signal Posters and say “Go” — students walk around slowly
  • Switch to a red card and say “Stop” — students freeze
  • Explain: “We use the word ‘stop’ when we need someone to pause, just like in our game.”

Step 2

Introduce Assertive Language

10 minutes

  • Display Assertive Language Flashcards
  • Read each flashcard aloud (e.g., “Stop, please,” “No, thank you,” “My turn now”)
  • Model two short scenes: first reacting with tears, then using assertive words
  • Emphasize: “Using these words helps others know our limits kindly.”
  • Invite students to repeat each phrase together with a clear voice

Step 3

Guided Practice: Role-Play Boundaries

10 minutes

  • Divide students into pairs or small groups
  • Give each group a set of Boundary Role-Play Scenario Cards
  • In each pair, take turns:
    1. One student acts upset and cries in the scenario
    2. They repeat the scenario using an assertive phrase (e.g., “Stop, please”)
    3. Switch roles and repeat
  • Circulate and praise: “Great job using your brave words!”

Step 4

Closure & Reflection

5 minutes

  • Reconvene whole group in a circle
  • Ask 2–3 students to share which assertive phrase helped them feel safe
  • Discuss: “How did saying ‘Stop, please’ or ‘No, thank you’ help you?”
  • Reinforce: “Brave voices use kind but firm words to set boundaries!”
  • Praise all: “Excellent work setting boundaries, Brave Voices!”
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