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Emotion Engine

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Mandi Rogers

Tier 2
For Schools

Lesson Plan

Emotion Engine Workshop Plan

Students will identify their emotional triggers and develop personalized self-calming toolkits to manage emotions effectively.

Learning to identify emotional triggers and having effective self-calming strategies empowers students to navigate challenging emotions, reduce stress, and build greater emotional resilience in their daily lives.

Audience

7th Grade Group

Time

50 minutes

Approach

Interactive discussion and practical toolkit creation.

Materials

Trigger to Toolkit Roadmap, Emotion Mapping Circle, Toolkit Design Sheet, Peer Coaching Pairs, Pens/Pencils, and Index cards or small slips of paper

Prep

Prepare Materials & Environment

15 minutes

  • Review all generated materials, especially the Trigger to Toolkit Roadmap, Emotion Mapping Circle, Toolkit Design Sheet, and Peer Coaching Pairs.
  • Print enough copies of the Toolkit Design Sheet for each student.
  • Gather pens/pencils and index cards or small slips of paper.
  • Arrange the classroom for small group discussions and activities, ensuring students can easily collaborate.

Step 1

Warm-Up & Introduction

10 minutes

  • Engage: Begin by asking students, "What does an engine do?" Connect this to how our emotions can 'power' or 'drive' us. "Our emotions are like powerful engines, and sometimes they can feel a little out of control. Today, we're going to become mechanics of our own 'Emotion Engines'!"
  • Introduce Goal: Explain that the workshop will help them understand what makes their emotional engine 'rev up' (triggers) and how to gently 'slow it down' (self-calming tools). Refer to the Trigger to Toolkit Roadmap as you introduce the objectives.

Step 2

Emotion Mapping

15 minutes

  • Facilitate Discussion: Use the prompts in the Emotion Mapping Circle to guide students in identifying common emotional triggers. Encourage a safe space for sharing.
  • Personal Reflection: Have students jot down 2-3 personal emotional triggers on index cards or slips of paper (anonymously if preferred) and keep them for later toolkit design.

Step 3

Toolkit Design

15 minutes

  • Distribute Worksheets: Hand out the Toolkit Design Sheet.
  • Brainstorm & Create: Guide students through the worksheet to brainstorm various self-calming strategies. Encourage them to think about what genuinely works for them or what they'd like to try. Emphasize that a toolkit is personal and unique to each individual.

Step 4

Peer Coaching & Share Out

10 minutes

  • Pair Up: Instruct students to form Peer Coaching Pairs.
  • Practice Sharing: Guide them through the activity, where they share their identified triggers and proposed toolkit items. Encourage supportive feedback and active listening.
  • Group Reflection: Bring the class back together for a brief whole-group share-out. Ask a few volunteers to share one tool from their toolkit that they are excited to try. Reiterate that building these skills takes practice and self-compassion.
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Slide Deck

Emotion Engine: Navigating Your Inner World

Welcome to your personal emotional workshop!

Welcome students and introduce the workshop title. Emphasize the idea of understanding and managing their emotions.

What's Your Emotion Engine?

Think of your emotions like an engine:

  • It has power!
  • It can speed up or slow down.
  • Sometimes, things make it 'rev up' unexpectedly!

Explain the 'emotion engine' metaphor. Ask students what makes an engine run and relate it to what makes our emotions 'run' or 'rev up'.

Identifying Your Triggers

What makes your emotion engine 'rev up'?

  • A 'trigger' is anything that sets off a strong emotion (good or bad).
  • Recognizing triggers helps us prepare and respond.

Introduce emotional triggers. Ask students to think about situations, words, or feelings that often lead to strong emotions. Mention the Emotion Mapping Circle activity.

The Power of a Toolkit

When your engine runs too fast, what do you do?

  • A self-calming toolkit is a collection of strategies.
  • It helps you slow down, cope, and regain control.

Explain the purpose of a self-calming toolkit. Give a few simple examples (e.g., deep breaths, counting).

Crafting Your Toolkit

What tools can you use to gently slow your engine?

  • Breathing exercises
  • Mindful movement
  • Distraction techniques
  • Sensory tools
  • Positive self-talk
  • Support from others

We will use the Toolkit Design Sheet to build your own!

Transition to the Toolkit Design Sheet. Encourage creativity and personalization. Remind them there's no 'right' answer, just what works for them.

Practice & Share

Sharing your toolkit with a partner:

  • Explain your triggers.
  • Describe your chosen tools.
  • Listen to your partner's ideas.

This helps solidify your plan and gives you new ideas!

Explain the Peer Coaching Pairs activity. Emphasize respectful listening and supportive sharing. Encourage students to listen for new ideas for their own toolkits.

You're the Mechanic of Your Engine!

You have the power to understand and manage your emotions. Keep practicing your tools!

Conclude by empowering students. Remind them that they are capable of understanding and managing their emotions.

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Discussion

Emotion Mapping Circle: Understanding Your Triggers

Objective: To collaboratively identify and understand common emotional triggers.

Instructions for Teacher:

  1. Set the Stage (2 minutes): Begin by reminding students that this is a safe space for sharing. Emphasize that everyone has different triggers, and there's no right or wrong answer. Explain that understanding triggers is the first step to managing emotions effectively.

  2. What is a Trigger? (3 minutes):

    • Teacher: "Before we dive into our own experiences, let's make sure we're all on the same page. In your own words, how would you describe an emotional trigger? What does it feel like when something 'triggers' you?"
    • Allow students to share definitions and initial thoughts. Guide them to the understanding that a trigger is an external or internal event that causes a strong emotional reaction.

  3. Common Triggers Brainstorm (5 minutes):

    • Teacher: "Great definitions! Now, let's brainstorm some common things that might trigger strong emotions in people. These could be situations, words, feelings, or even memories. What comes to mind?"
    • Write down student responses on a whiteboard or chart paper. Encourage a variety of examples (e.g., getting a bad grade, a fight with a friend, feeling left out, a loud noise, a scary movie). (Refer to Trigger to Toolkit Roadmap slide 3)

  4. Personal Reflection & Sharing (7 minutes):

    • Teacher: "Now, let's bring it closer to home. On your index card/slip of paper, I want you to privately jot down 2-3 things that tend to trigger your emotion engine. What are some of your personal triggers? You don't have to share these aloud unless you feel comfortable."
    • Give students a few minutes for silent reflection and writing. Then, invite students who are comfortable to share one trigger with the group. Emphasize that sharing is optional and that simply identifying them is a powerful step.

  5. Connecting Triggers to Feelings (3 minutes):

    • Teacher: "When you identify a trigger, what emotions typically come up for you? Does a specific trigger always lead to the same emotion, or can it vary?"
    • Encourage students to connect specific triggers to the emotions they experience. (e.g., "When I get a low grade, I usually feel frustrated and a little sad.")



    • Follow-up Question: "How do these feelings usually make your body feel? (e.g., heart racing, stomach clenching, tense shoulders)"



    • This helps students build self-awareness by connecting physical sensations to emotional responses, which is crucial for early intervention with calming tools.
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Worksheet

My Emotion Engine Toolkit Design Sheet

Name: _________________________ Date: ______________

Part 1: My Emotional Triggers

Think back to our discussion. What are 2-3 things that tend to make your emotion engine "rev up" or feel out of control? (These are your triggers!)










Part 2: Brainstorming Self-Calming Tools

When your emotion engine is running too fast, what are some things you can do to help it slow down? Brainstorm as many ideas as you can in the categories below. (Think about what helps you feel calm, focused, or just better!) (Refer to Trigger to Toolkit Roadmap slide 5)

A. Mind & Body Tools (e.g., breathing, movement, relaxation)










B. Sensory Tools (e.g., things you see, hear, touch, smell, taste)










C. Creative & Expressive Tools (e.g., drawing, writing, music)










D. Connection Tools (e.g., talking to someone, asking for help)










Part 3: My Personalized Toolkit

Choose 3-5 of your favorite or most effective tools from your brainstormed list to create your personal self-calming toolkit. For each tool, explain how and when you would use it.

My Toolkit Item 1:

  • Tool:


  • How I will use it:





My Toolkit Item 2:

  • Tool:


  • How I will use it:





My Toolkit Item 3:

  • Tool:


  • How I will use it:





My Toolkit Item 4 (Optional):

  • Tool:


  • How I will use it:





My Toolkit Item 5 (Optional):

  • Tool:


  • How I will use it:





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Activity

Peer Coaching Pairs: My Self-Calming Toolkit

Objective: To share your personalized self-calming toolkit with a peer and practice explaining your strategies.

Time: 10 minutes (5 minutes per partner)

Instructions:

  1. Find a Partner: Pair up with a classmate.

  2. Partner A Shares (5 minutes):

    • Share your triggers: Explain to your partner 1-2 emotional triggers you identified on your Toolkit Design Sheet.
    • Present your toolkit: Describe 2-3 tools from your personalized self-calming toolkit. Explain how and when you plan to use each tool to manage those triggers or other strong emotions.
    • Partner B: Listen actively! Ask clarifying questions (e.g., "Can you tell me more about how that tool helps you?"), and offer positive, supportive feedback (e.g., "That's a really creative idea!").

  3. Switch Roles: Partner B Shares (5 minutes):

    • Now, Partner B will share their triggers and toolkit items, and Partner A will listen and provide feedback.

  4. Reflect (Optional, as a class):

    • "What was it like to share your toolkit with a partner?"
    • "Did you get any new ideas for your own toolkit?"
    • "How does talking about your emotions and tools help?"
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