Lesson Plan
Emotion Detectives Lesson Plan
Students will learn to identify and name emotions in various scenarios and apply strategies to manage them, strengthening self-awareness and self-regulation skills.
Building emotional awareness in fifth graders promotes empathy, resilience, and positive peer relationships. Recognizing and managing emotions early lays the foundation for academic success and healthy social interactions.
Audience
5th Grade
Time
30 minutes
Approach
Interactive worksheets, group discussion, hands-on strategy mapping
Materials
Emotion Detectives Student Worksheet, Emotion Regulation Strategies Handout, Chart Paper, Markers, and Sticky Notes
Prep
Prepare Materials
10 minutes
- Print enough copies of the Emotion Detectives Student Worksheet and Emotion Regulation Strategies Handout.
- On chart paper, draw a two-column “Emotion Detector” chart with headers Emotion and Trigger.
- Gather markers and sticky notes for strategy mapping.
- Review the worksheets and handout to anticipate student needs.
- Prepare to support diverse learners by planning sentence starters or simplified scenarios as needed.
Step 1
Introduction
5 minutes
- Welcome students and explain today they’ll be “Emotion Detectives.”
- Ask: What is an emotion? Record responses on chart paper.
- Highlight why detecting and naming emotions helps us understand ourselves and others.
Step 2
Emotion Identification Activity
10 minutes
- Distribute the Emotion Detectives Student Worksheet.
- Students read 3 short scenarios and circle or write the emotion word that fits each.
- Encourage use of descriptive clues from the scenarios.
- Differentiate by offering sentence starters or one-on-one support to students who need it.
Step 3
Class Discussion
8 minutes
- Invite volunteers to share one scenario and the emotion they detected.
- Add each shared emotion and trigger to the chart paper “Emotion Detector.”
- Discuss how context clues (tone, setting, actions) pointed to that emotion.
Step 4
Emotion Management Strategies
5 minutes
- Hand out the Emotion Regulation Strategies Handout.
- Explain 5 simple strategies (e.g., deep breathing, positive self-talk).
- Students choose one strategy and write it on a sticky note.
- Place sticky note under an emotion on the chart where this strategy could help.
Step 5
Reflection and Assessment
2 minutes
- Ask students to write on a new sticky note: one emotion they detected today and one strategy they will try.
- Collect notes as an informal exit ticket to gauge understanding and plan follow-up.
Slide Deck
Emotion Detectives
Today we’ll learn how to identify emotions in ourselves and others—and practice ways to manage them successfully.
Welcome students and introduce yourself as their guide for today’s SEL lesson. Explain that they will become “Emotion Detectives,” learning to spot and manage feelings. Preview the agenda: identifying emotions, discussing them, and practicing management strategies.
What Is an Emotion?
• An emotion is a feeling we have in response to events or thoughts.
• Examples: happy, sad, angry, excited
Ask: How do you know when you’re feeling a certain emotion?
Prompt students: “What comes to mind when you hear the word ‘emotion’?” Record responses on chart paper. Use this slide to guide their contributions.
Why Detect Emotions?
• Helps us understand ourselves better
• Builds empathy for others
• Improves focus and behavior in class
• Strengthens friendships and teamwork
Explain the benefits of emotional awareness. Connect to real-life examples: “When you know you’re anxious before a test, you can use strategies to calm down.”
How to Detect Emotions
Look for context clues:
• Tone of voice (loud, soft)
• Actions (slamming a door, smiling)
• Setting (dark room, playground)
• Words (I feel…, I want…)
Use these clues to name the emotion.
Introduce context clues that reveal emotions in stories or situations. Model by reading a short sentence and asking students which clue gave it away.
Emotion Identification Activity
- Read each scenario on your worksheet.
- Circle or write the emotion word that fits.
- Use context clues to help you decide.
You have 10 minutes—let’s get detecting!
Distribute the Emotion Detectives Student Worksheet now. Give clear instructions and circulate to support learners who need sentence starters.
Class Discussion
• Who would like to share Scenario 1 and the emotion you found?
• As each student shares, record the Emotion and its Trigger on the chart.
• Discuss: What clues helped you identify that emotion?
Bring attention back to the whole group once most students are done. Use chart paper with columns Emotion | Trigger to record student contributions.
Emotion Management Strategies
5 Simple Strategies:
- Deep breathing
- Counting to five
- Positive self-talk (“I can handle this.”)
- Taking a short walk or stretch
- Drawing or journaling
Hand out the Emotion Regulation Strategies Handout. Briefly describe each strategy and demonstrate breathing or a simple positive self-talk phrase.
Strategy Mapping
• Choose one emotion from our chart.
• Pick a strategy from the handout that could help.
• Write it on a sticky note and place it under that emotion.
Guide students to choose one strategy that fits a strong emotion. Encourage them to think about a time they felt that way.
Reflection & Exit Ticket
On a new sticky note, write:
- One emotion you detected today
- One strategy you will try next time
Hand your note to me on the way out—great work, Detectives!
Collect the sticky notes as exit tickets. Use this information to plan follow-up or small-group support.
Worksheet
Emotion Detectives Student Worksheet
Instructions
Read each scenario below. From the Word Bank, choose the emotion you think fits best and write it on the line. Then, list the context clues in the scenario that helped you decide.
Word Bank: happy | sad | angry | surprised | worried | proud
Scenario 1
Marisol walked into class and realized she’d left her math homework at home. Her teacher gave her a disappointed look and reminded her that late work loses points.
Emotion: ___________________________
Context Clues:
- ___________________________________________
Scenario 2
During lunch, Carlos overheard his classmates whispering about a surprise birthday party they were planning for him. When they jumped out and yelled “Surprise!” balloons fell from the ceiling.
Emotion: ___________________________
Context Clues:
- ___________________________________________
Scenario 3
During a big test, Leah’s pencil snapped in half. She looked at her blank paper, then at the clock ticking down the final minutes.
Emotion: ___________________________
Context Clues:
- ___________________________________________
Bonus Question:
Think of a time you felt a strong emotion. Name the situation and the emotion, then explain one strategy from the Emotion Regulation Strategies Handout you could use to help yourself.
Situation and Emotion:
___________________________________________
Strategy Choice and Why:
___________________________________________
Reading
Emotion Regulation Strategies Handout
Use these five simple strategies to help calm your mind and body when emotions feel big. Practice them often so they become easy tools you can use anytime.
1. Deep Breathing
Take slow, deep breaths to help your body relax.
- Sit or stand comfortably.
- Place one hand on your chest and one on your belly.
- Breathe in slowly through your nose for a count of four, feeling your belly rise.
Breathe out through your mouth for a count of four, feeling your belly fall. - Repeat 5–10 times until you feel calmer.
2. Counting to Five
Counting gives your brain a quick break from strong feelings.
- Find a quiet spot or look at a fixed point in the room.
- Slowly count from 1 to 5 on your fingers or in your head.
- Notice how each number feels in your body as you say it. - If you’re still upset, try counting again.
3. Positive Self-Talk
The words you say to yourself can change how you feel.
- Think of a kind phrase for yourself, such as:
• “I can handle this.”
• “I’ve done hard things before.”
• “It’s OK to feel this way.” - Say the phrase out loud or in your mind three times.
4. Taking a Short Walk or Stretch
Movement helps release tension and shift your focus.
- Stand up and stretch your arms, back, and legs.
- Take a brief walk around the classroom or down the hallway.
- Notice the sights and sounds as you move slowly.
5. Drawing or Journaling
Writing or drawing lets you express what’s inside.
- Find paper and a pencil or markers.
- Draw how you feel using colors and shapes—no need to be perfect.
- Or write a few sentences about what’s on your mind and how you might cope.
Keep this handout handy. Next time you notice a strong emotion—like anger, worry, or sadness—choose one strategy to try right away. With practice, you’ll build skills to manage your feelings and stay in control!
Rubric
Emotion Detectives Rubric
This rubric assesses students’ performance on the Emotion Detectives activities, including worksheet accuracy, explanation of context clues, application of emotion-management strategies, and classroom participation. Each criterion is scored on a 4-point scale.
| Criterion | 4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning | Points Possible |
|---|---|---|---|---|---|
| Emotion Identification | Identifies the correct emotion in all three scenarios independently and uses precise vocabulary. | Identifies the correct emotion in two scenarios with minimal support. | Identifies the correct emotion in one scenario; needs prompts for others. | Is unable to identify the correct emotion, even with prompts. | 4 |
| Context Clue Explanation | Provides clear, detailed context clues for each scenario (e.g., tone, actions, setting) in full sentences. | Provides context clues for most scenarios with some detail (at least one clue per scenario). | Provides minimal or incomplete clues (e.g., one-word clues or vague descriptions). | Provides no or incorrect context clues for the scenarios. | 4 |
| Strategy Application | Chooses an appropriate strategy from the Emotion Regulation Strategies Handout and explains why it fits a specific emotion in detail. | Chooses a relevant strategy and gives a basic explanation of how it could help. | Chooses a strategy but explanation is unclear or only loosely connected to the emotion. | Does not choose a strategy or explanation does not relate to the emotion. | 4 |
| Class Participation | Actively contributes to discussion, shares ideas for all scenarios, and helps peers identify emotions. | Contributes to discussion and shares at least one scenario insight. | Participates minimally when prompted; shares one or two brief comments. | Does not participate or remains off-task during activities. | 4 |
| Exit Ticket Reflection | Writes a thoughtful reflection showing clear understanding of emotion and strategy choice. | Writes a complete reflection with both emotion and strategy noted. | Reflection is missing either the emotion or strategy, or explanation is unclear. | Reflection is incomplete or missing. | 4 |
Total Points: ___ / 20
Scoring Guidance:
- 17–20 points: Outstanding understanding and application of emotional awareness skills.
- 13–16 points: Good grasp of concepts; may need minor reinforcement or support.
- 9–12 points: Partial understanding; requires additional practice and guidance.
- 5–8 points: Emerging skills; plan targeted support and modeling.
- 0–4 points: Needs significant support; consider small-group or one-on-one intervention.
Warm Up
Emotion Icebreaker
Time: 5 minutes
Purpose: Activate emotional awareness and build community at the start of class.
Materials: Sticky notes or small whiteboards, markers
Instructions:
- One-Word Check-In:
- Write a single word that best describes how you feel right now.
- Write a single word that best describes how you feel right now.
- Partner Share:
- Turn to a neighbor and share your word.
- Explain in one sentence why you chose that emotion.
- Class Popcorn (Optional):
- Invite 2–3 volunteers to share their word and reason with the whole class.
Teacher Tip: Model your own one-word emotion first to set the tone. Encourage respectful listening and validate each student’s feelings.
Cool Down
Calming Close
Time: 2 minutes
Purpose: End class with a moment of calm and practice self‐regulation through guided breathing.
Materials: Quiet space in the classroom (students remain at desks).
Instructions:
- Get Comfortable (20 seconds)
- Ask students to sit tall in their chairs with feet flat on the floor and hands resting in their laps.
- Invite them to close their eyes or soften their gaze on the desk.
- Guided Breathing (60 seconds)
- Teacher models: “Breathe in slowly through your nose for a count of four… 1…2…3…4.
- Hold for two counts… 1…2.
- Exhale gently through your mouth for a count of six… 1…2…3…4…5…6.”
- Repeat this cycle four to five times, guiding students with a soft, calm voice.
- Reflection Prompt (40 seconds)
- After the final exhale, ask students to think silently:
“Today I noticed I felt _________, and next time I will try _________.” - Provide space for silent reflection:
- Invite students to open their eyes when ready.
- After the final exhale, ask students to think silently:
Teacher Tip: Keep your tone slow and soothing. Consider playing soft instrumental music at a low volume to support the calm atmosphere.