Lesson Plan
Emotional Intelligence Explorers
Students will be able to identify a range of basic emotions, specifically focusing on recognizing and understanding feelings of frustration and anger, and develop simple communication strategies for expressing these emotions in healthy ways.
Learning to understand and manage emotions is crucial for healthy development and positive relationships. This lesson equips students with simple tools to navigate challenging feelings like frustration and anger, leading to better self-control and communication.
Audience
2nd Grade Students
Time
6 Weeks (30 minutes per session)
Approach
Interactive discussions, simple role-playing, and hands-on activities.
Materials
Week 1: What's the Vibe? Slide Deck, Emotion Vocabulary Worksheet, Week 2: Frustration Station Slide Deck, Frustration Triggers Activity, Week 3: Taming the Anger Monster Slide Deck, Anger Thermometer Worksheet, Week 4: Words Matter! Slide Deck, Effective Communication Script, Week 5: Cool Down Strategies Slide Deck, Coping Strategies Activity, Week 6: Putting It All Together Slide Deck, and Reflection Journal
Prep
Review Materials
20 minutes before each session
- Review the Emotional Intelligence Explorers Lesson Plan for the week's objectives and activities.
- Familiarize yourself with the content of the relevant Slide Deck and any supplementary materials like Worksheets or Activities.
- Prepare any physical materials needed (e.g., markers, paper, whiteboard).
- Ensure technology (projector, computer) is working for the slide deck presentation.
Step 1
Introduction to Emotions (Week 1)
30 minutes
Objective
Students will be able to identify and name a variety of emotions and understand that all emotions are valid.
### Activities
- Warm-Up (5 min): Ask students to share one emotion they are feeling today and why. Use the Warm Up: How Are You Feeling?.
- What's the Vibe? Slide Deck (10 min): Go through slides introducing different emotions and their physical signs.
- Emotion Vocabulary Worksheet (10 min): Students complete the worksheet, matching emotions to definitions or scenarios.
- Discussion (5 min): Share answers and discuss new emotion words learned. Use the Discussion: Naming Our Feelings.
Step 2
Understanding Frustration (Week 2)
30 minutes
Objective
Students will be able to identify personal triggers for frustration and recognize the physical sensations associated with frustration.
### Activities
- Warm-Up (5 min): Ask students to recall a time they felt frustrated. Use the Warm Up: Frustration Flashback.
- Frustration Station Slide Deck (10 min): Discuss what frustration feels like and common triggers.
- Frustration Triggers Activity (10 min): Students work in small groups to brainstorm and list personal frustration triggers.
- Cool-Down (5 min): Share one new thing they learned about frustration. Use the Cool Down: Frustration Reflection.
Step 3
Managing Anger (Week 3)
30 minutes
Objective
Students will learn to recognize the escalation of anger and identify initial coping strategies.
### Activities
- Warm-Up (5 min): Discuss the difference between frustration and anger. Use the Warm Up: Frustration vs. Anger.
- Taming the Anger Monster Slide Deck (10 min): Explore anger as a natural emotion and discuss healthy vs. unhealthy responses.
- Anger Thermometer Worksheet (10 min): Students use the worksheet to visualize anger levels and early warning signs.
- Discussion (5 min): Brainstorm initial strategies for managing rising anger. Use the Discussion: Anger Management Brainstorm.
Step 4
Effective Communication (Week 4)
30 minutes
Objective
Students will practice using 'I statements' to communicate their feelings and needs effectively, especially when feeling frustrated or angry.
### Activities
- Warm-Up (5 min): Ask students what makes communicating feelings difficult. Use the Warm Up: Communication Challenges.
- Words Matter! Slide Deck (10 min): Introduce 'I statements' and non-verbal communication.
- Role-Playing with Effective Communication Script (10 min): Students practice using 'I statements' in various scenarios related to frustration or anger.
- Cool-Down (5 min): Share one 'I statement' they can use this week. Use the Cool Down: My 'I' Statement.
Step 5
Coping Strategies (Week 5)
30 minutes
Objective
Students will identify and practice various healthy coping strategies for managing frustration and anger.
### Activities
- Warm-Up (5 min): Review 'I statements' and discuss when they might be used. Use the Warm Up: 'I' Statement Recap.
- Cool Down Strategies Slide Deck (10 min): Present a range of coping strategies (e.g., deep breathing, taking a break, physical activity).
- Coping Strategies Activity (10 min): Students create a personal list of 3-5 coping strategies they will try.
- Discussion (5 min): Share chosen strategies and discuss their effectiveness. Use the Discussion: My Coping Toolkit.
Step 6
Applying Skills & Reflection (Week 6)
30 minutes
Objective
Students will reflect on their emotional regulation journey and commit to applying learned strategies in real-life situations.
### Activities
- Warm-Up (5 min): Ask students to share a success story where they used a learned strategy. Use the Warm Up: Success Story Sharing.
- Putting It All Together Slide Deck (10 min): Review key concepts from all previous weeks.
- Reflection Journal (10 min): Students complete journal prompts reflecting on their learning and growth.
- Cool-Down (5 min): Students share one final takeaway from the 6-week program. Use the Cool Down: Emotional Growth Takeaway.
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Slide Deck
What's the Vibe?
Understanding Our Feelings
- Vibe: How someone feels or the feeling in a room.
- Today, we're going to explore our own 'vibes' and the 'vibes' of others!
Welcome students and introduce the topic of emotions. Emphasize that all emotions are normal and we're here to learn about them in a fun way!
A World of Feelings
How Many Feelings Can You Name?
- Happy: Glad, Cheerful, Joyful
- Sad: Upset, Down, Blue
- Mad: Angry, Frustrated, Annoyed
- Scared: Worried, Frightened, Nervous
Ask students to think about different simple emotions they know. Encourage them to share words that come to mind. Keep it light and positive.
Body Clues
What Do Feelings Feel Like in Our Bodies?
- Happy: A big smile, light feet, lots of energy.
- Sad: Droopy shoulders, tears, feeling tired.
- Mad: Frowning face, tight fists, feeling hot.
- Scared: Shaking, fast heart, butterflies in tummy.
Our bodies tell us our feelings even before we use words!
Discuss how our bodies give us clues about our emotions. Ask for examples of how a happy person might look or feel physically. Use simple, concrete examples.
Feelings Can Be Big or Small
More Than Just Happy or Sad
- Feelings are like colors, there are many shades.
- You can be a little bit happy, or very, very happy!
- Knowing the different kinds helps us understand ourselves better.
Introduce the idea that emotions are a spectrum. Use a simple analogy like 'a little bit happy' or 'super happy' to help them understand the range.
Let's Practice!
Matching Feelings to Moments
- We're going to complete the Emotion Vocabulary Worksheet.
- Think about when you feel each feeling.
- What clues would tell you someone else has that feeling?
Explain the purpose of the Emotion Vocabulary Worksheet. Guide them to think about different situations where they might feel each emotion.
Feeling Check!
What Did We Learn?
- All feelings are okay and normal.
- Our bodies give us clues about how we feel.
- Naming our feelings helps us understand ourselves and others.
Keep noticing your feelings and the feelings around you!
Conclude by reiterating the importance of recognizing emotions in themselves and others. Encourage them to use new feeling words.
Worksheet
Emotion Vocabulary Worksheet
Name: _________________________ Date: _____________
Part 1: Matching Feelings
Draw a line from the feeling word on the left to what it means on the right.
- Happy
A. Feeling a little mad or bothered. - Sad
B. Feeling joyful and good inside. - Mad
C. Feeling worried or a little scared. - Scared
D. Feeling disappointed or gloomy. - Frustrated
E. Feeling worried or fearful. - Worried
F. Feeling upset because something is hard or not working.
Part 2: What Does It Look Like?
For each feeling, describe how someone might look or act when they have that feeling. Give at least two examples.
-
Happy:
-
Sad:
-
Mad:
-
Scared:
Part 3: My Feeling Story
Think about a time you felt one of the feelings above. Describe what happened and how you felt. Use 2-3 sentences.
Feeling I had: _____________________________
Warm Up
How Are You Feeling Today?
Instructions: In one word, tell us how you are feeling right now. Then, tell us why you feel that way.
My feeling today is: _____________________________
Because:
Discussion
Naming Our Feelings Discussion
Discussion Prompts:
- What was one new feeling word you learned today? How is it different from a feeling you already knew?
- Can someone tell us about a time they felt frustrated? How was that feeling different from being mad?
- Why is it good to have many words to tell people how we feel?
- What are some ways we can try to guess how someone else is feeling?
Warm Up
Frustration Flashback
Instructions: Think about a time recently when something was hard and you felt frustrated. What happened and how did your body feel?
What happened to make you feel frustrated?
How did your body feel when you were frustrated? (e.g., tight tummy, grumpy face, squirmy body)
Slide Deck
Welcome to Frustration Station!
Ever feel like things just aren't going your way?
- That feeling might be frustration.
- It's a common feeling, and everyone has it sometimes.
- Today, we'll learn to understand it better!
Begin by asking students to share some of their responses from the warm-up. Validate their feelings. Use simple, relatable language.
What is Frustration?
Frustration is that feeling when...
- You're trying to do something, but it's really hard.
- Your toy breaks or a game isn't fair.
- Someone or something stops you from doing what you want.
It's like hitting a little bump in the road!
Discuss what frustration means. Give clear examples relevant to 2nd graders, like building with blocks or a puzzle piece not fitting.
What Makes You Frustrated?
Triggers are things that make our feelings start.
- What makes you feel frustrated?
- Is it a certain friend, a chore, or a game?
- Knowing our triggers helps us get ready and feel better.
Ask students to brainstorm things that make them frustrated. Write their ideas on the board. Keep the examples simple and kid-friendly.
Frustration: Body Check-In
How does frustration feel in your body?
- Tight muscles: Shoulders, jaw, fists.
- Wiggly body: Wanting to move, tap feet, fidget.
- Fast heart: Feeling your heart go thump-thump.
- Hot face: Feeling warm or red.
These are our body's little warnings!
Explain how frustration feels in the body. Connect it to the 'Body Clues' from Week 1. Ask for their own examples.
Finding Our Triggers
Let's find out more about what frustrates us.
- We'll complete the Frustration Triggers Activity.
- Think about common things that make you feel that 'bump in the road'.
- It's okay to share your honest feelings!
Introduce the 'Frustration Triggers Activity'. Explain that finding out what makes them frustrated is the first step to feeling better.
Frustration Awareness
What We Learned Today:
- Frustration is a normal feeling when things are hard.
- Everyone has different triggers (things that start feelings).
- Our bodies give us important clues about frustration.
Being aware is the first step to feeling better!
Summarize the key takeaways and encourage students to be more aware of their frustration signals. Use positive reinforcement.
Activity
Frustration Triggers Activity
Name: _________________________ Date: _____________
Part 1: What Makes Me Frustrated?
Think about things that often make you feel frustrated. Write or draw at least 3 things.
Part 2: What Frustrates Our Friends?
Work with a partner or in a small group. Talk about things that make kids your age feel frustrated. Try to think of at least 3 more!
Part 3: My Body Signals
When you feel frustrated, what are 2 things your body does or feels? (e.g., cross arms, sigh, feel red in the face)
Cool Down
Frustration Reflection
Instructions: What is one new thing you learned about frustration today? It could be about yourself or about the feeling.
Warm Up
Frustration vs. Anger
Instructions: How are feeling frustrated and feeling angry the same? How are they different?
How they are the same:
How they are different:
Slide Deck
Taming the Anger Monster
Anger: A Strong Feeling
- Anger is a normal feeling, just like being happy or sad.
- It often shows up when we feel hurt, treated unfairly, or like something isn't right.
- It's okay to feel angry, but it's important to learn how to show our anger in a good way.
Start by reviewing the differences between frustration and anger from the warm-up. Validate that anger is a normal human emotion for everyone.
How Hot Is Your Anger?
How Angry Are You?
- Anger can start small and get bigger, like a thermometer heating up.
- It's not always a sudden explosion!
- Learning to see the small signs helps us calm down before it gets too big.
Discuss how anger can escalate. Use the analogy of a small fire or a thermometer to show how feelings can grow. Keep the language simple and visual.
Body Signals of Anger
What Does Anger Feel Like in Your Body?
- Tight fists or jaw: Squeezing your hands or face.
- Faster heart: Feeling your heart beat fast.
- Hot face: Feeling warm or flushed.
- Tummy ache or tense body: Feeling squirmy or tight all over.
These are important clues that your anger is starting to rise!
Explain different physical sensations of anger. Ask students for their own simple examples. Focus on clear, observable signs.
Good Ways vs. Not-So-Good Ways to Show Anger
How We Show Our Anger
- Not-So-Good: Yelling, hitting, breaking toys, stomping feet, saying mean words, blaming others.
- Good Ways: Taking deep breaths, counting to ten, telling an adult how you feel, taking a break, drawing.
Our goal is to choose good ways to show our feelings so no one gets hurt.
Distinguish between healthy and unhealthy ways to express anger using concrete, child-friendly examples. Emphasize that expressing it doesn't mean being mean or breaking things.
Your Anger Thermometer
Let's Map Your Anger
- We'll use the Anger Thermometer Worksheet.
- This helps us see what our anger looks and feels like at different levels.
- The sooner we notice it, the easier it is to cool down!
Introduce the Anger Thermometer Worksheet. Explain how it helps visualize anger levels using simple numbers or colors.
Taking Control of Our Anger
What We Learned Today:
- Anger is a normal feeling, but how we show it matters.
- Learn to see your body's early warning signs.
- The Anger Thermometer Worksheet helps us watch our anger.
Next week, we'll learn fun ways to cool down!
Summarize the key points about anger management and introduce the next steps for coping strategies. Keep the language positive and empowering.
Worksheet
Anger Thermometer Worksheet
Name: _________________________ Date: _____________
Instructions:
Imagine a thermometer that shows how angry you are. From 1 (super calm) to 5 (boiling mad!).
Level 1: Super Calm (No anger at all)
- How does your body feel? (e.g., relaxed, soft)
- What do you look like? (e.g., smiling, happy face)
Level 2: A Little Annoyed (Starting to feel a tiny bit bothered)
- How does your body feel? (e.g., a little squirmy, tight shoulders)
- What might you say or do? (e.g., sigh a little, grumpy face)
Level 3: Frustrated / Bothered (You notice you are frustrated, getting a bit tense)
- How does your body feel? (e.g., tight tummy, clench fists a little)
- What might you say or do? (e.g., stomp feet, say "This is hard!")
Level 4: Angry / Mad (Clearly angry, body is tense, thoughts are racing)
- How does your body feel? (e.g., hot face, loud heart beat)
- What might you say or do? (e.g., yell a little, want to push something)
Level 5: Furious / Boiling Mad (Very, very angry, losing control)
- How does your body feel? (e.g., shaking, feel like exploding)
- What might you say or do? (e.g., yell loudly, hit things, cry really hard)
What Makes My Anger Grow?
What are 2 things that can quickly move you from feeling calm to feeling more angry?
Discussion
Anger Management Brainstorm Discussion
Discussion Prompts:
- What are some good ways you’ve seen people show their anger? (Or, how do you think someone should show anger?)
- What are some not-so-good ways people show anger? What happens when they do that?
- Look at your own 'Anger Thermometer'. At what level do you think it's easiest to start calming down your anger? Why?
- If you notice your anger starting to get bigger (maybe at Level 2 or 3), what is one simple thing you could try to do to start feeling cooler?
- Why is it important to learn how to manage our anger instead of letting it get too big?
Warm Up
Communication Challenges Warm-Up
Instructions: What makes it hard to tell people how you really feel, especially when you are frustrated or mad? Write or draw at least two reasons.
- (Optional)
Slide Deck
Words Matter! Telling Our Feelings
How do you tell someone how you feel?
- Sometimes it's easy, like when you're happy.
- But what about when you're frustrated or mad?
- Today, we'll learn special ways to use our words to talk about our feelings.
Begin by discussing student responses from the 'Communication Challenges' warm-up. Validate their difficulties and introduce the idea that we can learn simple tools to make it easier.
The Power of 'I Statements'
What are 'I Statements'?
- 'I statements' help you tell your feelings without saying someone else is bad.
- They start with "I feel..." or "I need..."
- They are about your feelings, not what someone else did wrong.
Introduce the concept of 'I statements'. Explain that they focus on your feelings and your perspective, rather than blaming others. Use simple language.
Say Goodbye to 'You Statements'
'You Statements' often start with 'You always...' or 'You never...'
- "You made me mad when you took my crayon!" (Sounds like blaming)
- This often makes the other person feel sad or mad back.
Try an 'I Statement' instead:
- "I feel frustrated when my crayon is taken without asking, because I need it for my drawing."
- This tells how you feel and why it matters to you.
Provide examples of how 'You statements' can sound accusatory and lead to arguments. Then show how 'I statements' reframe the message in a child-friendly way.
Building an 'I Statement'
The 'I Statement' Recipe:
I feel [Feeling] when [What happened] because [Why it matters to you].
- Example 1: "I feel sad when I don't get a turn because I really want to play."
- Example 2: "I feel mad when my block tower gets knocked down because I worked hard on it."
- Example 3: "I need a quiet spot when I feel too wiggly from all the noise."
Break down the components of an effective 'I statement': Feeling, Situation, Why it matters to you. Provide several simple examples that 2nd graders can understand.
It's Not Just What You Say...
Your Body and Voice Talk Too!
- Your voice (soft, loud, calm, yelling)
- Your face (happy, grumpy, sad, calm)
- Your body (relaxed, stiff, squirmy, gentle)
Make sure your body and voice are calm when you use your 'I statement'!
Discuss how non-verbal cues (body language, tone of voice) are just as important as words. Ask for examples of how a person's non-verbals might contradict their 'I statement' (e.g., yelling an 'I statement').
Practice Time: Role-Playing!
We are going to practice using 'I statements' in different situations.
- Work with a friend!
- Use the Effective Communication Script for practice.
- Focus on your words and how your body looks.
This is a safe place to try new talking skills!
Introduce the role-playing activity. Emphasize practicing 'I statements' and calm non-verbal communication. Use the 'Effective Communication Script'. Encourage a safe and fun environment for practice.
Talking Clearly
Remember:
- 'I statements' help you tell your feelings without blaming.
- They follow the recipe: I feel [Feeling] when [What happened] because [Why].
- Your body and voice should be calm when you say it.
Using your words clearly can help a lot!
Summarize the key learning points. Encourage students to start trying 'I statements' in their daily lives with simple, positive reinforcement.
Script
Effective Communication Script: Role-Playing Fun!
Instructions for Teachers: Divide students into pairs or small groups for role-playing. Encourage them to act out each scenario, focusing on using "I statements" and a calm voice. Discuss each scenario afterward.
Scenario 1: Borrowed Toy
Situation: You lent your friend a favorite toy car, and they gave it back with a tiny broken wheel. You feel sad and a little frustrated.
Your Goal: Tell your friend how you feel without yelling, and why it makes you sad.
Student A (The upset friend, using I-statements):
"Hi [Friend's Name], can I talk to you for a moment?
I feel ______________________ when I see my toy car with a broken wheel, because ______________________.
Next time, please be extra careful with my toys."
Student B (The friend who borrowed the toy):
"Oh no! I didn't mean to break it. I'm sorry. What can I do to help fix it?"
Scenario 2: Playtime Frustration
Situation: You are playing a game with friends, and one friend keeps taking all the turns. You feel frustrated and a little mad that you don't get to play.
Your Goal: Tell your friend how you feel and what you need, nicely.
Student A (The frustrated friend, using I-statements):
"[Friend's Name], can I tell you something about our game?
I feel ______________________ when I don't get a turn, because ______________________.
I need to have a turn too, so we can all play fairly."
Student B (The friend taking too many turns):
"Oops, I didn't notice! You're right. Here, it's your turn now."
Scenario 3: Loud Noise
Situation: Your sibling or a classmate is making a lot of noise while you are trying to read or draw. You feel annoyed and can't focus.
Your Goal: Calmly tell them you need quiet.
Student A (The annoyed person, using I-statements):
"Excuse me, [Sibling/Classmate's Name].
I feel ______________________ when it's loud because ______________________.
I need some quiet right now so I can finish my work."
Student B (The noisy person):
"Oh, sorry! I'll try to be quieter."
Cool Down
My 'I' Statement Cool-Down
Instructions: Think about a time this week where you could use an "I statement." Write down what you would say or draw a picture.
I feel ______________________ when ______________________ because ______________________.
Warm Up
'I' Statement Recap Warm-Up
Instructions: In your own words, what is an "I statement"? Give one example of how you could use it.
What is an "I statement"?
One example of how I could use an "I statement" is:
Slide Deck
Cool Down Strategies: My Calm Kit
We've learned to find our feelings and tell them to others.
- But what happens when frustration or anger starts to get big?
- Today, we'll build our own special kit of ideas to calm down and feel better.
Start by reviewing the importance of 'I statements' from the previous week. Ask if anyone had a chance to use one and what the outcome was. Keep the language simple and encouraging.
What Are Calm Down Strategies?
Calm down strategies are things you do to help big feelings feel smaller.
- They help you calm your body and think clearly.
- They give you a way to do something about your feelings instead of letting your feelings take over!
- Think of them as your personal 'pause button' when things get too much.
Explain that different strategies work for different people. The goal is to find what works best for them. Use simple examples.
Breath Power: The Starfish Breath
Deep breathing can help your body and mind calm down fast!
- Put your hand out like a starfish.
- Use your pointer finger from your other hand to trace your thumb. Breathe IN.
- Trace down your thumb. Breathe OUT.
- Keep tracing up and down your fingers, breathing in and out slowly.
- Repeat 3-5 times. Your body will feel more relaxed!
Introduce deep breathing. Lead a short, guided practice. Emphasize it can be done anywhere, even quietly at their desk.
Move Your Body, Change Your Feelings
Moving your body is a great way to let out big feelings!
- Go for a quick walk or run around.
- Do some silly jumping jacks or stretch like a cat.
- Play outside with a ball.
Energy from mad feelings can be used in a good way!
Discuss physical activity. Ask for examples of how students already use movement to feel better, like running at recess or dancing.
Take a Quick Break
Sometimes you just need to step away from what's making you upset.
- Go to a quiet corner.
- Listen to calm music.
- Look at a book.
- Draw a picture.
Give yourself a moment to hit the reset button.
Talk about taking a break. Emphasize that it's okay to step away for a moment and find a quiet space.
Change Your Thoughts, Change Your Feelings
Our thoughts can make feelings bigger or smaller.
- Change grumpy thoughts: Is this really true? Is there another way to think about it?
- Happy thoughts: "I can do this!" "It's okay, I'll try again."
- Think about solutions: Instead of just thinking about the problem, think about how to fix it!
Discuss thinking positively or reframing thoughts using very simple terms. This is a basic introduction to cognitive strategies.
Building Your Calm Kit
It's time to make your own list of calm down ideas!
- We'll work on the Coping Strategies Activity.
- Think about what feels right for you.
- Having a plan makes it easier when feelings get big.
Introduce the activity. Explain they will choose strategies that feel right for them. Encourage them to share their ideas.
You Can Be Calm!
Remember:
- Calm down strategies help you with tough feelings.
- There are many different ideas; find what works for you.
- Practice them often, even when you're feeling good!
You've got this!
Summarize the lesson. Reiterate that practice is key and encourage them to try their strategies.
Activity
My Calm Kit Activity
Name: _________________________ Date: _____________
Part 1: Finding Calm Ideas
Read through these ideas. Circle the ones that you think might help you when you feel frustrated or mad.
- Take 5 deep starfish breaths
- Go for a little walk
- Listen to quiet music
- Talk to a grown-up you trust
- Count to 10 slowly
- Draw a picture
- Drink a glass of water
- Do some silly jumps or stretches
- Think about something happy
- Ask for a quiet break
- Splash cool water on your face
- Squeeze a stress ball
- Imagine a calm place (like the beach)
Part 2: My Own Calm Kit
From the list above (or your own ideas!), choose 3-5 calm down ideas that you will try to use when you feel frustrated or mad. Describe how you would use each one.
My Top 3-5 Calm Ideas:
-
Idea: _____________________________
How I would use it: -
Idea: _____________________________
How I would use it: -
Idea: _____________________________
How I would use it: -
Idea: _____________________________
How I would use it: -
Idea: _____________________________
How I would use it:
Part 3: When Will I Use It?
Think about a time this week where you might feel frustrated or mad. What happened, and what calm idea would you use?
What happened:
Calm idea I would use:
Discussion
My Calm Kit Discussion
Discussion Prompts:
- What is one calm idea you chose for your personal kit, and why do you like it?
- Can you think of a time when one of your chosen calm ideas would be super helpful?
- Why is it good to have a few different calm ideas instead of just one?
- What might be hard when you try to use a new calm idea for the first time?
- How can you remember to use your calm ideas when you start to feel big feelings?
Warm Up
Success Story Sharing Warm-Up
Instructions: Think back over the past few weeks. Did you use an "I statement" or a calm-down idea when you felt frustrated or mad? Tell us what happened and how it helped.
My Success Story:
Slide Deck
Putting Our Feelings Kit Together!
Over the past 6 weeks, you've learned super important skills!
- We've learned how we feel.
- We've learned to understand frustration and anger.
- We've built a kit of ideas to tell our feelings and calm down.
Today, we'll look back and celebrate how much you've grown!
Welcome students and invite them to share some of their success stories from the warm-up. Validate their efforts and progress. Keep the language simple and celebratory.
Week 1: Naming Our Feelings
Remember our 'What's the Vibe?' lesson?
- Finding Feelings: Learning to say what you're feeling.
- Body Clues: How our bodies tell us what's going on inside.
- Many Feelings: Understanding there are many kinds of feelings.
Why is it important to know how you feel?
Review the concept of identifying emotions. Ask students to name 3-5 different feelings they've learned about.
Week 2: Understanding Frustration
We visited the 'Frustration Station'!
- What is frustration? That feeling when things are hard or don't go your way.
- Triggers: What makes your frustration start?
- Body Signals: How your body shows frustration.
Being aware of our triggers helps us get ready.
Review frustration. Ask students to recall a simple personal trigger or body signal for frustration.
Week 3: Taming the Anger Monster
We learned about the 'Anger Thermometer'!
- Anger Growing: How anger can start small and get bigger.
- Good vs. Not-So-Good Ways: Choosing how to react.
- Early Signs: Noticing anger before it gets too hot.
Managing anger starts with seeing it early.
Review anger and the anger thermometer. Ask for an example of a good way to show anger.
Week 4: Words Matter!
We discovered the power of 'I Statements'!
- 'I Statements' vs. 'You Statements': Telling feelings without blaming.
- The Recipe: "I feel [Feeling] when [What happened] because [Why]."
- Calm Body & Voice: Making your body and voice match your words.
Using your words clearly can help solve problems.
Review 'I statements' and calm body language. Practice one simple 'I statement' as a class.
Week 5: My Calm Down Strategies
You built your own 'Calm Kit'!
- Breath Power: Ideas like the starfish breath.
- Movement: Letting out big feelings by moving your body.
- Taking Breaks: Stepping away to reset.
- Happy Thoughts: Changing grumpy thoughts to happy ones.
These are your tools for feeling calm!
Review various coping strategies. Ask students to share one calm idea they found helpful.
Looking Back at Our Journey
How far have you come?
- Take some time to complete your Reflection Journal.
- Think about what you've learned, how you've grown, and what you'll keep using.
- This is your personal record of all your awesome work!
Introduce the Reflection Journal. Explain its purpose and allow time for students to work. Offer assistance with writing if needed.
You Are an Emotional Explorer!
You now have a powerful set of skills:
- Find your feelings.
- Understand what makes you frustrated and mad.
- Calm your frustration and anger.
- Tell your needs in a good way.
Keep practicing, keep growing, and keep being awesome!
Conclude by emphasizing ongoing practice and self-compassion. Encourage them to keep using their skills and celebrate their emotional growth.
Journal
Emotional Intelligence Explorers: My Feelings Journal
Name: _________________________ Date: _____________
Journal Prompt 1: What I Learned About My Feelings
Think about when we started this journey. What was one new thing you learned about your feelings or how to handle them that surprised you?
Journal Prompt 2: My Favorite Calm Idea
Out of all the calm down ideas and talking tools we learned, which one do you think will help you the most in the future? Why?
Journal Prompt 3: Using My New Skills
Tell about a time (not at school) when you used an "I statement" or a calm-down idea. What happened?
Journal Prompt 4: My Feelings Goal
What is one goal you have for yourself about your feelings or talking to others as you grow? What is one little step you can take to reach that goal?
Cool Down
My Big Feeling Takeaway Cool-Down
Instructions: What is the most important lesson or skill you are taking away from our 6-week feelings program?