Lesson Plan
Emotional Mapping Guide
Students will learn to pinpoint and expand their emotional vocabulary, map personal triggers using an emotion wheel, and practice healthy coping strategies through guided role-plays.
Building emotional awareness and regulation strengthens students’ self-understanding, supports mental health, and equips them to navigate stressors effectively in and out of school.
Audience
11th Grade Small Group
Time
55 minutes
Approach
Guided mapping, paired sharing, and experiential role-play.
Materials
Your Emotional GPS Presentation, Emotion Wheel Worksheet, Scenario Role-Plays, Feelings Debrief Discussion Guide, Emotion Wheel Answer Key, Whiteboard And Markers, and Sticky Notes
Prep
Teacher Preparation
15 minutes
- Review the slide deck: Your Emotional GPS Presentation
- Print copies of the Emotion Wheel Worksheet and the Emotion Wheel Answer Key
- Prepare and shuffle Scenario Role-Plays cards for pairs
- Familiarize yourself with the Feelings Debrief Discussion Guide
- Set up the room for small-group seating and ensure the whiteboard is ready
Step 1
Warm-Up & Objective Overview
5 minutes
- Greet students and review small-group norms on the whiteboard
- Introduce today’s goals using slide 1 of the Your Emotional GPS Presentation
- Briefly discuss confidentiality and respect
Step 2
Emotion Identification & Wheel Introduction
15 minutes
- Display the emotion wheel graphic in the presentation
- Distribute the Emotion Wheel Worksheet
- Model identifying a complex emotion and tracing its trigger on the worksheet
- Invite two volunteers to share their examples and discuss triggers
Step 3
Emotional Mapping Activity
10 minutes
- Students individually complete the center and outer sections of the Emotion Wheel Worksheet
- Encourage them to note a recent personal trigger and the layered emotions
- After 5 minutes, pair students to compare maps and provide supportive feedback
Step 4
Scenario Role-Plays
15 minutes
- Assign each pair a card from Scenario Role-Plays
- Instruct pairs to act out the scenario, identify emotions, and apply a coping 'GPS' step: Ground, Process, Solve
- Circulate to guide responses and prompt deeper reflection
Step 5
Feelings Debrief Discussion
5 minutes
- Reconvene as a whole group and use the Feelings Debrief Discussion Guide
- Ask: Which coping strategies felt most natural? What challenges emerged?
- Summarize key insights on the whiteboard
Step 6
Reflection & Wrap-Up
5 minutes
- Have students jot one takeaway and one action step on sticky notes
- Collect notes or invite a few to share aloud
- Reinforce availability of counseling supports for follow-up
Slide Deck
Your Emotional GPS
Navigating Complex Emotions Together
Welcome everyone! Introduce yourself and the purpose of today’s session. Emphasize confidentiality and respect in our small group.
Session Objectives
• Identify and name complex emotions
• Map personal triggers using an emotion wheel
• Practice coping strategies with our GPS model (Ground, Process, Solve)
• Reflect and share key takeaways
Read through each objective aloud. Encourage students to think about why each goal matters to them personally.
Emotion Wheel Overview
[Insert Emotion Wheel Graphic]
• Center: Primary emotions (e.g., happy, sad)
• Middle ring: Secondary feelings (e.g., content, disappointed)
• Outer ring: Specific nuances (e.g., proud, lonely)
Use this to expand your emotional vocabulary.
Show the full emotion wheel graphic. Point out primary, secondary, and tertiary emotions. Explain how broader categories branch into more specific feelings.
Mapping Your Emotions
- Choose a recent situation that stirred strong feelings
- Identify your core emotion (center of wheel)
- Expand to secondary and specific emotions (middle & outer rings)
- Note the trigger event and any physical or mental reactions
Guide students step-by-step. Model one example live on the board. Then distribute the worksheet and prompt them to begin.
Introducing the GPS Model
Ground: Pause and breathe to center yourself
Process: Name your feelings; explore thoughts and sensations
Solve: Choose one healthy coping step or next action
Explain each GPS step in detail, giving a short example. Emphasize how they build on one another.
Scenario Role-Play Instructions
• Pair up and pick a scenario card
• Act out the situation and identify emotions felt
• Apply one GPS step in your response
• Debrief: What worked? What felt challenging?
Explain instructions clearly. Remind pairs to observe and support each other. Circulate to prompt deeper reflection.
Reflection & Sharing
• What coping step felt most natural?
• Which emotion was hardest to map?
• One insight you’ll take forward
Invite 2–3 volunteers to share their experiences. Highlight common themes and effective strategies.
Resources & Next Steps
• Emotion Wheel Worksheet & Answer Key
• Scenario Role-Play Cards
• Counseling office drop-in times
• Keep practicing your Emotional GPS!
Thank students for their honesty and effort. Share follow-up supports and encourage ongoing practice.
Worksheet
Emotion Wheel Worksheet
Part 1: Fill Your Emotion Wheel
Core Emotion
Write your primary feeling in the center of the wheel.
Secondary Emotions
List 2–3 related emotions in the middle ring of the wheel.
- _________________________
- _________________________
- _________________________
Specific Emotions
List 3–5 nuanced emotions in the outer ring of the wheel.
- _________________________
- _________________________
- _________________________
- _________________________
- _________________________
Part 2: Trigger & Reactions
Describe the Triggering Event
What happened? Give enough detail so you can recall the situation later.
Physical Reactions
Identify 2–3 bodily sensations you noticed when you felt this emotion.
- _________________________
- _________________________
- _________________________
Thoughts & Mental Sensations
Note any key thoughts, images, or mental experiences you had.
Activity
Scenario Role-Plays Cards
Use these six scenario cards in pairs. For each:
- Read the situation aloud.
- Identify 2–3 possible emotions.
- Choose one GPS step (Ground, Process, or Solve) and describe how you’d apply it.
Card 1: Unexpected Low Grade
You studied for days but scored far lower than you anticipated on an important test. You’re worried about letting your parents down and doubting your own abilities.
Card 2: Social Media Rumors
You overhear friends talking about a rumor spreading about you on social media. You’re hurt and embarrassed but unsure whether to confront anyone.
Card 3: Peer Pressure
A close friend urges you to join them in skipping class to hang out. You feel torn between fitting in and doing what you know is responsible.
Card 4: Group Project Conflict
Your group project partner consistently misses deadlines, and you’re frustrated because the project grade affects you both. You’re not sure how to address it.
Card 5: Application Overwhelm
With college applications due soon, you feel overwhelmed by essay prompts, deadlines, and balancing schoolwork. You’re anxious and stuck.
Card 6: Home Life Stress
Tension at home (family arguments or financial worries) is distracting you at school. You feel worried and unable to focus on your assignments.
After role-playing each scenario, debrief with your partner:
- Which GPS step felt most helpful?
- What emotions were hardest to name or handle?
- How might you use this strategy in real life?
Discussion
Feelings Debrief Discussion Guide
Purpose
Help students process their role-play experiences, deepen emotional awareness, and identify practical coping insights to carry forward.
Discussion Prompts
-
Initial Reactions
• What emotions came up most strongly during your role-play?
• How did it feel to name and express those feelings? -
Coping Steps Reflection
• Which GPS step (Ground, Process, or Solve) felt most natural or helpful?
• Why did that step resonate for you in this scenario? -
Challenges Encountered
• Which emotion was hardest to identify or voice?
• What made that emotion challenging to handle? -
Real-Life Application
• How might you use the GPS model if you encountered a similar situation in real life?
• What could you do differently next time to navigate your feelings more effectively?
Facilitator Tips
• Encourage Open Sharing
Invite quieter students by name or prompt them gently: “Would you like to add anything?”
• Validate All Emotions
Use phrases like “It makes sense you felt ___” or “I appreciate you naming that feeling.”
• Use Follow-Up Questions
If a student gives a brief answer, ask “Can you say more about that?” or “What else did you notice?”
• Keep It Confidential & Respectful
Remind the group of confidentiality and thank students for their honesty.
• Connect to Growth
Highlight how naming and navigating emotions builds resilience and self-understanding.
Use this guide after completing the Scenario Role-Plays to ensure students leave with concrete insights and an action plan.
Answer Key
Emotion Wheel Answer Key
This answer key offers sample responses and a grading rubric to guide teachers in evaluating students’ completed Emotion Wheel Worksheet. Because emotion mapping is subjective, look for logical connections between the core emotion, its layers, and the student’s real‐life trigger and reactions.
Grading Rubric
| Criteria | Meets Expectation | Notes for Teacher |
|---|---|---|
| Core Emotion | One primary emotion from the emotion wheel (e.g., Sadness, Anger, Fear, Joy, Surprise, Disgust) | Check that the chosen core aligns with the trigger described. |
| Secondary Emotions (2–3) | Related to the core emotion and drawn from middle ring | Accept any logical secondary emotions. |
| Specific Emotions (3–5) | Nuanced feelings consistent with core and secondary | Encourage variety—look for accurate, precise vocabulary. |
| Trigger Description | Clear, specific event described in 2–3 sentences | Should tie directly to the chosen emotions. |
| Physical Reactions (2–3 sensations) | Bodily responses connected to the emotional experience | E.g., heart racing, sweaty palms, tight chest. |
| Thoughts & Mental Sensations | At least one thought or image that accompanied the emotion | E.g., “I’m not good enough,” mental replay of scene. |
Award 1 point for each criterion sufficiently met (max 6 points). Partial credit if elements are incomplete or vague.
Sample Response: "Unexpected Low Grade" Scenario
Core Emotion: Sadness
Secondary Emotions: Disappointment, Discouragement
Specific Emotions: Let down, Discouraged, Hopeless, Self-doubt, Embarrassed
Trigger Description:
I studied for several days for my biology exam but scored a 65%, much lower than I expected. I felt like all my effort was wasted and worried about how my parents would react.
Physical Reactions:
- Heavy chest or lump in throat
- Teariness or watery eyes
- Slumped shoulders or low energy
Thoughts & Mental Sensations:
I kept thinking, “I’m not smart enough for this class,” and replayed the moment the teacher handed back the test.
Teacher Note: This example would earn full credit (6/6).
Additional Example: "Peer Pressure" Scenario
Core Emotion: Fear
Secondary Emotions: Anxiety, Conflict
Specific Emotions: Worried, Torn, Nervous, Guilty
Trigger Description:
A close friend asked me to skip math class so we could hang out. I felt caught between wanting to fit in and knowing I’d fall behind on work.
Physical Reactions:
- Shallow breathing
- Sweaty palms
- Tense jaw or clenched fists
Thoughts & Mental Sensations:
“Will they still like me if I say no?” and images of my grades slipping flashed through my mind.
Teacher Note: Accept other logical mappings (e.g., Core = Anger if student felt more frustrated than scared).
Tips for Supporting Students
- If a student’s trigger is vague, prompt: “Can you explain exactly what happened?”
- For sparse physical or mental reactions, ask: “What did you notice in your body or mind when this happened?”
- Celebrate precise emotional vocabulary to help expand students’ emotional literacy.
Use this key alongside the rubric to provide clear, consistent feedback and encourage richer emotional awareness.