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Emotion Explorers

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Lesson Plan

Session 1 Lesson Plan

Students will identify and label their current emotions and recognize personal triggers, building self-awareness through guided reflection and group sharing.

Developing self-awareness helps students recognize and manage emotions, supporting IEP goals for self-regulation and social interaction in a sub-separate setting.

Audience

7th Grade Sub-Separate Classroom Students

Time

20 minutes

Approach

Hands-on reflection and group discussion to foster emotional labeling.

Materials

Prep

Preparation

10 minutes

Step 1

Warm-Up Check-In

5 minutes

  • Welcome students and briefly review IEP goals for emotion awareness.
  • Invite each student to select an Emotion Expression Flashcard that matches how they feel right now.
  • Ask them to hold up the card and say the emotion word aloud.

Step 2

Introducing Emotions

5 minutes

  • Display the Feelings Chart Visual and point to 4–5 basic emotions (happy, sad, angry, scared).
  • Define self-awareness: noticing and naming what you feel inside.
  • Prompt students: “When might you feel [emotion]? What happened?”
  • Encourage one or two volunteers to share briefly.

Step 3

Self-Awareness Reflection

7 minutes

  • Distribute the Self-Awareness Reflection Worksheet.
  • Guide students to draw a face showing a chosen emotion and write down a recent trigger (e.g., “I felt angry when…”).
  • Offer support and visual cues; allow extra time per IEP if needed.
  • Use the calm-down corner for any student needing a brief break.

Step 4

Group Share & Wrap-Up

3 minutes

  • Invite volunteers to share one drawing and trigger they identified.
  • Provide positive feedback and reinforce emotion vocabulary.
  • Remind students of the calm-down strategies available.
  • Preview next session’s focus on coping strategies.
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Slide Deck

Emotion Explorers: Session 1

Self-Awareness: Identifying Emotions & Triggers

Welcome students to Session 1 of Emotion Explorers. Briefly remind them of our goal—to learn how to notice and name our feelings. Encourage participation and let them know it’s a safe space.

Today’s Objectives

• Identify and label our current emotions
• Recognize personal triggers
• Build self-awareness through reflection and sharing

Read each objective aloud and link it to students’ IEP goals. Check for understanding: ask a volunteer to restate an objective in their own words.

Feelings Chart

Refer to the Feelings Chart Visual
• Happy • Sad • Angry • Scared

What other feelings do you notice?

Display the Feelings Chart Visual. Point to each emotion icon (happy, sad, angry, scared). Define self-awareness as noticing and naming our feelings.

Emotion Expression Flashcards

• Pick a card that matches how you feel right now
• Hold it up and say the emotion word aloud

Emotion Expression Flashcards

Pass out the Emotion Expression Flashcards. Model selecting a card and saying the emotion word. Then invite students, one by one, to choose and share.

Reflection Activity

  1. Draw a face showing one emotion
  2. Write: “I felt ___ when ____.”

Materials:

Distribute the Self-Awareness Reflection Worksheet. Guide students step-by-step. Offer extra time or visual prompts as needed per IEP. Remind them of the calm-down corner.

Wrap-Up & Next Steps

• Volunteer shares: emotion & trigger
• Positive feedback & review words
• Next session: Coping Strategies

Invite a few volunteers to share their drawing and trigger. Offer positive feedback and reinforce the emotion vocabulary. Preview that next time we’ll explore coping strategies.

lenny

Lesson Plan

Session 2 Lesson Plan

Students will learn and practice three coping strategies—deep breathing, counting, and safe-place imagery—to manage stress and anger in real time.

Teaching concrete self-regulation tools supports IEP goals for emotion management and gives students accessible strategies to calm down and refocus.

Audience

7th Grade Sub-Separate Classroom Students

Time

20 minutes

Approach

Interactive modeling and guided practice of coping techniques.

Materials

Prep

Preparation

10 minutes

Step 1

Warm-Up & Breathing Check-In

3 minutes

  • Welcome students and briefly recap Session 1 self-awareness work
  • Introduce deep breathing as our first coping strategy
  • Distribute the Deep Breathing Chart and model a 4-4-4 breath cycle (inhale 4 sec, hold 4 sec, exhale 4 sec)

Step 2

Deep Breathing Practice

5 minutes

  • Guide students through three full 4-4-4 breathing cycles using the chart
  • Encourage them to place a hand on their chest and belly to feel the breath
  • Offer extra rehearsal time or one-on-one support per IEP accommodations

Step 3

Counting Technique Introduction

4 minutes

  • Present the Counting Cards showing numbers 10 to 1
  • Explain counting backward slowly to shift focus
  • Practice aloud together, counting down from 10 to 1 once

Step 4

Safe-Place Imagery Activity

5 minutes

  • Hand out the Safe-Place Imagery Prompt Sheet
  • Lead a guided visualization: close eyes, imagine a calm place, describe features (colors, sounds)
  • Allow students to draw or write one detail of their safe place

Step 5

Coping Plan & Wrap-Up

3 minutes

  • Ask each student to choose their preferred strategy (breathing, counting, or imagery)
  • Have them share their choice and one reason why
  • Reinforce that they can use any of these tools at our calm-down corner throughout the day
  • Preview next session’s focus on identifying triggers and early warning signs
lenny

Slide Deck

Emotion Explorers: Session 2

Coping Strategies: Deep Breathing, Counting, & Safe-Place Imagery

Welcome students to Session 2 of Emotion Explorers. Briefly review that today we will learn strategies to manage emotions in real time. Emphasize that these tools help calm our bodies and minds.

Today’s Objectives

• Learn three coping strategies: deep breathing, counting backward, and safe-place imagery
• Practice each strategy together
• Choose a preferred tool for calm-down corner use

Read today's objectives aloud. Check for understanding by asking students to describe one strategy they will learn.

Coping Strategies Overview

Refer to the Coping Strategies Anchor Poster

• Deep Breathing • Counting Backward • Safe-Place Imagery

Show the anchor poster to give a visual overview of all strategies. Explain that this poster will hang in the classroom as a reminder.

Deep Breathing

  1. Inhale for 4 seconds (smell the flower)
  2. Hold for 4 seconds (count silently)
  3. Exhale for 4 seconds (blow out a candle)

Materials: Deep Breathing Chart

Introduce deep breathing using the chart. Model one cycle slowly, then guide the class through three cycles. Offer visual cues for inhale, hold, and exhale.

Counting Technique

• Use Counting Cards
• Slowly count backward from 10 to 1
• Focus on each number as you say it aloud

Present counting cards. Show how counting backward can shift attention. Practice once as a group, counting from 10 to 1.

Safe-Place Imagery

  1. Close your eyes and imagine a calm, safe place
  2. Notice details: colors, sounds, textures
  3. Draw or write one feature

Prompt: Safe-Place Imagery Prompt Sheet

Guide students through a safe-place imagery exercise. Read the prompt sheet, then allow them to draw or note one detail of their imagined calm place.

Wrap-Up & Next Steps

• Share your preferred strategy and reason
• Remember: tools are available in the calm-down corner
• Next session: Identifying Triggers & Early Warnings

Ask each student to share which strategy they prefer and why. Reinforce that they can use any of these strategies at the calm-down corner anytime. Preview next session on recognizing triggers and early warning signs.

lenny

Lesson Plan

Session 3 Lesson Plan

Students will identify personal emotional triggers and recognize early warning signs of escalating emotions, and practice proactive coping responses.

Understanding triggers and warning signs empowers students to apply coping strategies before emotions become overwhelming, reinforcing IEP self-regulation goals.

Audience

7th Grade Sub-Separate Classroom Students

Time

20 minutes

Approach

Discussion, guided reflection, and role-play.

Materials

Prep

Preparation

10 minutes

Step 1

Warm-Up Review

3 minutes

  • Welcome students and recap coping strategies from Session 2.
  • Ask: “Which coping tool helped you most?”
  • Record responses on the board.

Step 2

Introducing Triggers

5 minutes

  • Display the Early Warning Signs Chart.
  • Define emotional trigger and early warning sign.
  • Discuss examples (e.g., racing heart, clenched jaw).
  • Invite students to share a warning sign they’ve noticed.

Step 3

Identify Personal Triggers

7 minutes

  • Distribute the Triggers & Warning Signs Worksheet.
  • Guide students to list one personal trigger and matching warning signs.
  • Provide visual cues and extra processing time per IEP.
  • Circulate to support individual needs.

Step 4

Role-Play Practice

4 minutes

  • Introduce the Trigger Scenario Cards.
  • Students pair up and draw a card describing a trigger scenario.
  • Role-play noticing the warning sign and using a coping strategy.
  • Switch roles after two minutes.

Step 5

Debrief & Wrap-Up

1 minute

  • Invite one or two students to share insights from role-play.
  • Reinforce the connection between triggers, warning signs, and strategies.
  • Preview next session’s focus on expressing emotions and effective communication.
lenny

Slide Deck

Emotion Explorers: Session 3

Identifying Triggers & Early Warning Signs

Welcome students to Session 3 of Emotion Explorers. Briefly recap that today we will learn to notice our own triggers and warning signs before emotions escalate.

Today’s Objectives

• Define emotional triggers and early warning signs
• Identify your personal triggers and signs
• Practice responding with coping tools

Read objectives aloud and check understanding: ask a volunteer to explain one objective in their own words.

Early Warning Signs

Refer to the Early Warning Signs Chart
• Racing heart • Clenched jaw
• Sweaty palms • Tense muscles

What signs have you noticed in yourself?

Display the chart and explain common physical and emotional warning signs. Encourage students to point out any signs they've experienced.

Identify Personal Triggers

  1. Open your Triggers & Warning Signs Worksheet
  2. Write one personal trigger (e.g., loud noise)
  3. List warning signs you feel (e.g., tight chest)

Introduce the worksheet. Guide students through listing one trigger and matching warning signs. Offer visual prompts and extra time as needed.

Role-Play Practice

• Pair up and pick a Trigger Scenario Card
• Role-play noticing the warning sign
• Show which coping strategy you would use
• Switch roles after 2 minutes

Explain the role-play. Model one scenario quickly. Then let pairs practice drawing a card and acting out noticing a warning sign and choosing a coping tool.

Wrap-Up & Next Steps

• Share one insight from role-play
• Review how to use coping tools early
• Next session: Expressing Emotions & Communication

Invite a few volunteers to share what they learned. Reinforce connections between triggers, warning signs, and strategies. Preview Session 4 on expressing emotions and communication.

lenny

Lesson Plan

Session 4 Lesson Plan

Students will learn to express emotions assertively using I-messages and practice effective communication skills through guided modeling and role-play.

Teaching assertive emotional expression supports IEP goals for communication and social skills, empowering students to share feelings respectfully and build positive relationships.

Audience

7th Grade Sub-Separate Classroom Students

Time

20 minutes

Approach

Direct instruction, modeling, and role-play practice.

Materials

Prep

Preparation

10 minutes

Step 1

Warm-Up & Review

3 minutes

  • Welcome students and recap triggers, warning signs, and coping strategies from previous sessions.
  • Ask: “What strategy helped you most when you felt upset?” and record responses.
  • Remind students that today’s focus is on sharing feelings with others.

Step 2

Introducing I-Messages

5 minutes

  • Display the I-Message Script Card.
  • Define an I-message: “I feel ___ when ___ because ___.”
  • Model two examples using emotions from the Feeling Word Bank Poster.
  • Check understanding by asking volunteers to identify each part of the I-message.

Step 3

I-Message Practice

7 minutes

  • Distribute the Emotion Expression Role-Play Scenarios.
  • In pairs, students choose or are assigned a scenario.
  • Guide students to write an I-message for their scenario.
  • Circulate to support sentence structure and offer visual cues per IEP.

Step 4

Role-Play & Feedback

4 minutes

  • Students remain in pairs and take turns role-playing:
    • Speaker uses their I-message to express an emotion.
    • Listener uses the Expressive Communication Checklist to provide positive feedback (e.g., “You spoke clearly,” “I felt heard”).
  • Switch roles after two minutes.

Step 5

Wrap-Up & Goal Setting

1 minute

  • Invite each student to share one I-message they plan to use when they feel upset.
  • Remind them to reference the Feeling Word Bank Poster and use the calm-down corner as needed.
  • Encourage students to practice I-messages in real situations throughout the week.
lenny

Slide Deck

Emotion Explorers: Session 4

Expressing Emotions & Communication Skills

Welcome students to Session 4 of Emotion Explorers. Remind them that today we’ll learn how to share our feelings with others in a respectful way using I-messages.

Today’s Objectives

• Learn to use I-messages to express feelings assertively
• Practice writing I-messages for real-life scenarios
• Role-play and give positive feedback with a checklist

Read each objective aloud and check for understanding. Ask a volunteer to explain one objective in their own words.

What Is an I-Message?

An I-message helps you share feelings respectfully:
“I feel ___ when ___ because ___.”

Material: I-Message Script Card

Introduce the concept of an I-message. Display the script card and explain each part clearly.

Examples of I-Messages

“I feel frustrated when the noise is loud because I can’t concentrate.”
“I feel happy when we work together because it makes tasks easier.”

Refer to Feeling Word Bank Poster

Show how to choose strong feeling words from the bank. Read examples aloud and highlight each part of the I-message.

I-Message Practice

  1. Pick a scenario from Emotion Expression Role-Play Scenarios
  2. Write your I-message: fill in each part
  3. Ask your partner or teacher for help as needed

Explain the practice steps. Model filling in each blank on a sample scenario.

Role-Play & Feedback

• Speaker: Share your I-message with your partner
• Listener: Use Expressive Communication Checklist to provide feedback
• Switch roles after 2 minutes

Guide pairs through the role-play. Remind listeners to use the checklist and give positive feedback.

Wrap-Up & Next Steps

• Share one I-message you’ll use this week
• Remember: refer to the Feeling Word Bank Poster and use the calm-down corner
• Practice I-messages at school and at home

Invite volunteers to share one I-message they wrote. Encourage students to use these I-messages throughout the week.

lenny