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Express Yourself, Express Success!

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Lesson Plan

What Are Feelings Anyway?

Students will be able to identify basic emotions and understand that everyone experiences different feelings.

Understanding our feelings is the very first step to being able to manage and express them appropriately. When we know what we're feeling, we can start to figure out what we need.

Audience

1st Grade Students

Time

30 minutes

Approach

Discussion and identification of basic emotions.

Materials

Whiteboard or chart paper, Markers, Feelings Faces Slide Deck, Warm-Up: How Do You Feel Today?, Cool-Down: One Word Feeling, and Worksheet: My Feeling Faces

Prep

Gather Materials & Review

10 minutes

Step 1

Warm-Up: How Do You Feel Today?

5 minutes

Begin the session with the Warm-Up: How Do You Feel Today? to check in with students emotionally and introduce the topic of feelings.

Step 2

Introduce Feelings Faces

8 minutes

Use the Feelings Faces Slide Deck to introduce basic emotions (happy, sad, angry, scared, surprised). Discuss each feeling, asking students for examples of when they might feel that way and what it looks like on someone's face. Emphasize that all feelings are okay to have.

Step 3

Feelings Charades

7 minutes

Lead a quick game of 'Feelings Charades.' Call out an emotion, and have students silently act out the face and body language for that feeling. Encourage guessing and discussion about what each emotion looks like.

Step 4

Worksheet: My Feeling Faces

5 minutes

Distribute the Worksheet: My Feeling Faces. Have students draw faces for different emotions. Circulate and provide support as needed.

Step 5

Cool-Down: One Word Feeling

5 minutes

Conclude the session with the Cool-Down: One Word Feeling to allow students to reflect on their learning and identify one feeling they understand better.

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Slide Deck

Welcome to Feelings Faces!

Today, we're going to explore all kinds of feelings!

Welcome students and introduce the idea of exploring feelings today. Ask them to think about a time they felt a strong emotion.

What Are Feelings?

Feelings are how our bodies and minds tell us what's happening.
Everyone has feelings!
It's okay to feel happy, sad, or even a little bit mad sometimes.

Introduce the concept of different feelings. Explain that everyone has feelings and it's normal to feel many different ways.

Happy!

When you feel good, joyful, and maybe like smiling a lot!
What makes you feel happy?

Discuss happiness. Ask students: 'What makes you feel happy? What does a happy face look like?'

Sad...

When you feel down, maybe like you want to cry.
It's okay to feel sad sometimes.
What makes you feel sad?

Discuss sadness. Ask students: 'What makes you feel sad? What does a sad face look like?'

Angry!

When you feel mad, frustrated, or upset.
It's okay to feel angry, but it's important to show it in safe ways.
What makes you feel angry?

Discuss anger. Ask students: 'What makes you feel angry? What does an angry face look like?' Emphasize that it's okay to feel angry, but not okay to hurt others or things.

Scared!

When you feel worried, nervous, or a little bit afraid.
What makes you feel scared?

Discuss fear. Ask students: 'What makes you feel scared? What does a scared face look like?'

Surprised!

When something unexpected happens, good or not-so-good!
What makes you feel surprised?

Discuss surprise. Ask students: 'What makes you feel surprised? What does a surprised face look like?'

So Many Feelings!

We learned about happy, sad, angry, scared, and surprised!
Remember, all feelings are okay to have.

Review all the feelings covered. Encourage students to name them.

Your Turn to Draw!

Now, you get to show us what these feelings look like! We're going to draw some feeling faces.

Transition to the activity. Explain they will be drawing feeling faces.

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Warm Up

Warm-Up: How Do You Feel Today?

Instructions:

  1. As students enter the classroom, invite them to pick up a small, blank paper and a crayon.
  2. Ask students to draw a face that shows how they are feeling right now. It doesn't have to be perfect, just how they feel inside.
  3. After a minute or two, have students share their drawing with a partner or at their table group, if they are comfortable.
  4. Briefly discuss with the whole group:
    *
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Cool Down

Cool-Down: One Word Feeling

Instructions:

  1. Ask students to think about everything we discussed about feelings today.
  2. Tell them to close their eyes for a moment and think of one new feeling word they learned, or one feeling they understand a little better now.
  3. Go around the circle (or have students raise hands) and ask each student to share their one word.
  4. Thank everyone for sharing and for exploring feelings together.

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lenny

Worksheet

My Feeling Faces

Directions: Draw a face in each box to show what the feeling looks like!

1. Happy







2. Sad







3. Angry







4. Scared







5. Surprised







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lenny

Lesson Plan

Feelings in My Body

Students will recognize the physical sensations associated with different emotions.

Knowing how emotions feel in our bodies helps us to notice them early and understand what we need to do to feel better or to keep feeling good.

Audience

1st Grade Students

Time

30 minutes

Approach

Experiential learning and discussion.

Materials

Whiteboard or chart paper, Markers, Feelings in My Body Slide Deck, Warm-Up: Body Check-In, Cool-Down: My Body's Message, and Worksheet: How My Body Feels

Prep

Gather Materials & Review

10 minutes

Step 1

Warm-Up: Body Check-In

5 minutes

Begin the session with the Warm-Up: Body Check-In to help students tune into their physical sensations.

Step 2

Explore Body Sensations with Slide Deck

10 minutes

Use the Feelings in My Body Slide Deck to guide a discussion on how different emotions feel in their bodies. For each emotion, ask questions like: "Where do you feel happy in your body?" or "What does angry feel like in your hands or stomach?"

Step 3

Acting Out Feelings

8 minutes

Lead an activity where you call out an emotion, and students show with their bodies (without words) how that emotion might feel. For example, for 'scared,' they might hunch their shoulders or put their hands over their heart. Encourage students to describe the sensations they are trying to show.

Step 4

Worksheet: How My Body Feels

5 minutes

Distribute the Worksheet: How My Body Feels. Have students draw or write about where they feel different emotions in their bodies. Circulate and provide support.

Step 5

Cool-Down: My Body's Message

2 minutes

Conclude the session with the Cool-Down: My Body's Message to reinforce the connection between feelings and physical sensations.

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Slide Deck

Where Do Feelings Live?

Last time, we talked about happy, sad, angry, scared, and surprised faces!
But where else do we feel our feelings?
Today, we're going to be body detectives to find out!

Welcome students. Recap briefly about identifying feelings from last session. Introduce the idea that feelings don't just happen in our minds, but also in our bodies.

Happy Body

When you are happy, your body might feel:
* Light and bouncy
* A warm feeling in your chest or tummy
* Like smiling with your whole body!

Ask students to gently place a hand on their chest. Ask, 'What does your heart feel like when you're excited? Like a drum? A flutter?' Discuss how happiness can feel light or warm.

Sad Body

When you are sad, your body might feel:
* Heavy, like you want to slouch
* A knot in your tummy
* Tears in your eyes or a sniffle in your nose

Ask students to gently slouch their shoulders. Ask, 'What does your body feel like when you're sad? Heavy? Tired?' Discuss how sadness can feel heavy or teary.

Angry Body

When you are angry, your body might feel:
* Your muscles feel tight, like a fist
* Your face gets hot
* A fast heartbeat or tense shoulders

Ask students to make a pretend fist. Ask, 'What does your body feel like when you're angry? Tight? Hot?' Discuss how anger can feel tense or hot.

Scared Body

When you are scared, your body might feel:
* Butterflies in your tummy
* Shaky legs or hands
* Your heart beating fast, like a rabbit!

Ask students to hug themselves. Ask, 'What does your body feel like when you're scared? Shaky? Cold?' Discuss how fear can feel shaky or like butterflies in the stomach.

Your Body Talks to You!

Your body gives you clues about how you are feeling inside!
When you listen to your body, you can understand your feelings better.

Review the different body sensations for each emotion. Emphasize that noticing these feelings in our bodies can help us understand what we are feeling.

Draw Your Body Feelings

Now it's your turn to think about where you feel these big feelings in your body.
You can draw it or write it!

Transition to the worksheet activity. Explain that they will draw or write about where they feel these emotions.

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Warm Up

Warm-Up: Body Check-In

Instructions:

  1. Ask students to sit comfortably, close their eyes if they wish, and take three slow, deep breaths.
  2. Guide them through a quick body scan:
    • "How do your toes feel right now? Wiggle them!"
    • "How do your shoulders feel? Are they relaxed or a little tight?"
    • "What about your face? Is it soft or crinkled?"
  3. Ask students to notice if they feel any strong feelings in their body. For example, a flutter in their tummy, or a warm feeling in their chest.
  4. Briefly ask: "What did you notice in your body today?" (Allow a few shares, focusing on physical sensations, not just emotions.)

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Cool Down

Cool-Down: My Body's Message

Instructions:

  1. Ask students to think about one feeling they felt in their body today during our discussion or activity.
  2. Invite students to share one way their body tells them they are having that feeling (e.g., "My stomach feels bubbly when I'm excited," or "My hands get tight when I'm mad").
  3. Reinforce that listening to our bodies helps us understand ourselves better.

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lenny

Worksheet

How My Body Feels

Directions: Think about where you feel these feelings in your body. Draw or write about it inside the body outlines.

1. Happy

(Draw or write how your body feels when you are happy!)












2. Sad

(Draw or write how your body feels when you are sad!)












3. Angry

(Draw or write how your body feels when you are angry!)












4. Scared

(Draw or write how your body feels when you are scared!)












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lenny

Lesson Plan

What Makes Me Feel This Way?

Students will identify common triggers for different emotions.

Understanding what makes us feel certain ways helps us to be prepared and to think about how we want to react when those feelings come up.

Audience

1st Grade Students

Time

30 minutes

Approach

Storytelling and discussion about emotion triggers.

Materials

Whiteboard or chart paper, Markers, Feelings Triggers Slide Deck, Warm-Up: Guess the Feeling Story, Cool-Down: My Trigger Tool, and Worksheet: My Feeling Triggers

Prep

Gather Materials & Review

10 minutes

Step 1

Warm-Up: Guess the Feeling Story

5 minutes

Begin the session with the Warm-Up: Guess the Feeling Story to activate students' thinking about situations that cause feelings.

Step 2

Introduce Triggers with Slide Deck

10 minutes

Use the Feelings Triggers Slide Deck to define a "trigger" as something that makes a feeling start. Discuss various scenarios and ask students, "What feeling might this situation trigger?" For example: "What if your friend shares their toy?" (Happy). "What if someone takes your turn?" (Angry).

Step 3

Scenario Cards Activity

8 minutes

Prepare simple scenario cards (e.g., "Someone says something mean," "You get a new toy," "You can't open a snack"). Read each scenario aloud and have students identify the feeling it might trigger and briefly discuss why. Encourage sharing personal, but appropriate, experiences if students offer them.

Step 4

Worksheet: My Feeling Triggers

5 minutes

Distribute the Worksheet: My Feeling Triggers. Have students draw or write about things that make them feel happy, sad, or angry. Circulate and provide support.

Step 5

Cool-Down: My Trigger Tool

2 minutes

Conclude the session with the Cool-Down: My Trigger Tool to help students reflect on one trigger and a simple coping idea.

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Slide Deck

What Starts Our Feelings?

We know what feelings are and how they feel in our bodies.
But what makes them start?

Welcome students. Briefly recap previous sessions (identifying feelings, feeling them in our bodies). Introduce the idea of why we feel certain ways.

What Is a Feeling Trigger?

A trigger is something that makes a feeling start.
It can be something we see, hear, or something someone says or does.

Define a 'trigger.' Use a simple analogy, like a light switch or pressing a button that makes a feeling appear.

Happy Triggers

What makes you feel HAPPY?
* Playing with friends?
* Getting a compliment?
* A sunny day?
* Eating your favorite snack?

Discuss happy triggers. Ask students for examples.

Sad Triggers

What might make you feel SAD?
* Missing someone?
* Losing a favorite toy?
* Seeing a friend cry?

Discuss sad triggers. Ask students for examples, focusing on gentle situations.

Angry Triggers

What might make you feel ANGRY?
* Someone taking your turn?
* When things don't go your way?
* Feeling unfair?

Discuss angry triggers. Ask students for examples, emphasizing that it's okay to feel angry.

Scared Triggers

What might make you feel SCARED?
* A loud noise?
* Being in a dark room?
* Watching a spooky movie?

Discuss scared triggers. Ask students for examples.

We All Have Triggers!

Many things can be triggers for our feelings.
What makes one person happy might make another person feel different.
It's good to know what our own triggers are.

Emphasize that many different things can be triggers and that everyone has different triggers.

Your Triggers

Now, let's think about what makes you feel certain ways.
We will draw or write about our own feeling triggers.

Transition to the worksheet activity. Explain that they will draw or write about their own triggers.

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Warm Up

Warm-Up: Guess the Feeling Story

Instructions:

  1. Tell students you will tell a short story and they need to guess how the person in the story might be feeling.
  2. Story 1: "Lily was building a super tall tower with blocks. Just as she put the last block on top, CRASH! Her little brother accidentally knocked it all down! How do you think Lily felt?" (Expected: Angry/Sad/Frustrated)
  3. Story 2: "Mark woke up and saw bright sunshine. He remembered today was the day for the field trip to the park! How do you think Mark felt?" (Expected: Happy/Excited)
  4. Briefly discuss their answers, asking why they think the character felt that way. This helps bridge to the idea of
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Cool Down

Cool-Down: My Trigger Tool

Instructions:

  1. Ask students to think of one thing that sometimes makes them feel a big emotion (it could be happy, sad, or angry).
  2. Then, ask them to think of one small thing they could do if that feeling starts to come up (e.g., take a deep breath, count to three, squeeze a stress ball).
  3. Invite a few students to share their trigger and their idea. Reassure them that it's okay to have triggers and it's good to have ideas for what to do.

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lenny

Worksheet

My Feeling Triggers

Directions: Draw or write something that makes you feel each of these ways.

1. Something that makes me feel HAPPY:












2. Something that makes me feel SAD:












3. Something that makes me feel ANGRY:












4. Something that makes me feel SCARED:












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lenny

Lesson Plan

My Awesome Feeling Tools

Students will learn and practice simple, age-appropriate coping strategies for strong emotions.

Having tools to help us when feelings get big means we can handle tough moments better and feel more in control.

Audience

1st Grade Students

Time

30 minutes

Approach

Hands-on practice and interactive modeling.

Materials

Whiteboard or chart paper, Markers, Awesome Feeling Tools Slide Deck, Soft ball or small stuffed animal for 'squeeze', Glitter jar (pre-made or quickly assembled), Warm-Up: Body Check-In (Revisit), Cool-Down: My New Tool, and Activity: Feeling Tools Choice Board

Prep

Gather Materials & Review

15 minutes

Step 1

Warm-Up: Body Check-In (Revisit)

5 minutes

Begin the session by revisiting the Warm-Up: Body Check-In from Session 2. Ask students to quickly scan their bodies and notice any strong feelings. This helps connect bodily sensations to the need for coping tools.

Step 2

Introduce Feeling Tools with Slide Deck

10 minutes

Use the Awesome Feeling Tools Slide Deck to introduce various coping strategies. For each tool, explain what it is and briefly model how to do it. Have students practice with you.
* Deep Breaths: "Smell the flower, blow out the candle." (Practice 3 times)
* Squeeze & Relax: Squeeze a soft ball/stuffed animal, then let it go. (Practice with a prop)
* Glitter Jar: Shake the jar, watch the glitter settle. (Demonstrate, explain it helps calm our thoughts)
* Count to 5 (or 10): Practice counting out loud.
* Talk to a Grown-Up: Explain this means asking for help.

Step 3

Feeling Tools Practice Stations (Optional/Time Permitting)

8 minutes

If time and space allow, set up simple stations for 1-2 minute practice with each tool. Otherwise, continue with whole-group practice.
* Breathing Corner: Practice deep breaths.
* Squeeze Spot: Use the soft ball.
* Calm Down Jar: Observe the glitter jar.
* Counting Zone: Practice counting quietly.

Step 4

Activity: Feeling Tools Choice Board

5 minutes

Distribute the Activity: Feeling Tools Choice Board. Have students look at the different tools and circle the one or two they think they would like to try when they have a strong feeling. Discuss their choices briefly.

Step 5

Cool-Down: My New Tool

2 minutes

Conclude the session with the Cool-Down: My New Tool to help students reflect on one tool they learned and might use.

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Slide Deck

When Feelings Get Big...

We know what feelings are, how they feel in our bodies, and what can make them start.
But what do we do when feelings get really big inside us?

Welcome students. Briefly recap previous sessions (identifying feelings, body sensations, triggers). Introduce the idea of learning how to help ourselves when feelings get big.

Our Awesome Feeling Tools!

Feeling tools are special ways we can help our bodies and minds feel calm or strong again.
They help us manage big feelings so we can think clearly.

Introduce the concept of a 'feeling tool' or 'coping strategy.' Explain it's like a superhero tool to help us feel better.

Tool 1: Deep Breaths

  • Take a deep breath in through your nose, like you are smelling a beautiful flower.
  • Slowly blow it out through your mouth, like you are blowing out a candle.
  • Do this 3 times! It helps calm your body down.

Model deep breathing: "Smell the flower, blow out the candle." Have students practice with you.

Tool 2: Squeeze & Relax

  • Find something soft to squeeze, like a stress ball or a stuffed animal. Or just squeeze your hands into fists!
  • Squeeze tight for 3 seconds: 1, 2, 3!
  • Now, relax your hands. Feel how loose they are?
  • This helps your body let go of tense feelings.

Model squeezing and relaxing a soft object (or their hands). Have students practice.

Tool 3: Watch the Glitter Settle

  • Imagine a jar full of water and glitter.
  • When your feelings are big, it's like the glitter is all shaken up!
  • Watch the glitter slowly settle down.
  • As it settles, your mind can feel calmer too.

Demonstrate the glitter jar. Explain that their minds can be like the shaky glitter, and watching it settle can help their thoughts settle too.

Tool 4: Count to 5 (or 10!)

  • When you feel a big feeling, try counting slowly to 5 (or 10) in your head.
  • It gives your brain something else to think about for a moment.
  • You can also count your fingers, or things in the room!

Model counting. Emphasize that it's a way to give your brain a job and give your body a chance to calm down.

Tool 5: Talk to a Grown-Up

  • Sometimes feelings are too big to handle alone.
  • It's super important and brave to tell a grown-up how you feel.
  • They can help you find more tools or solve the problem.

Emphasize that asking for help is a brave and smart thing to do.

Which Tool Is For You?

We have so many awesome tools!

  • Deep Breaths
  • Squeeze & Relax
  • Glitter Jar
  • Count to 5
  • Talk to a Grown-Up

Which one do you think you might try first?

Review the tools. Explain that everyone will like different tools and it's good to have choices.

Choose Your Tools!

Now, you get to pick your favorite feeling tools!
Think about which ones you want to try when you have a big feeling.

Transition to the activity. Explain they will choose their favorite tools.

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Cool Down

Cool-Down: My New Tool

Instructions:

  1. Ask students to think about all the feeling tools we learned today.
  2. Invite each student to share one tool they might try the next time they have a big feeling. It could be a tool we practiced, or one they remembered from previous sessions.
  3. Reinforce that practicing these tools makes us stronger at managing our feelings.

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lenny

Activity

My Awesome Feeling Tools Choice Board

Directions: Look at the different feeling tools. Circle the one or two tools you want to try when you have a big feeling.

1. Deep Breaths (Smell the flower, blow out the candle)




2. Squeeze & Relax (Squeeze a soft toy or your hands)




3. Watch the Glitter Settle (If you have a glitter jar, watch it settle)




4. Count to 5 (or 10!) (Count slowly in your head or on your fingers)




5. Talk to a Grown-Up (Tell a grown-up how you feel and ask for help)




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lenny

Lesson Plan

Speaking My Feelings

Students will practice using "I" statements to express their feelings and needs appropriately.

Learning to use "I" statements helps us tell others how we feel without blaming, which makes it easier to solve problems and get what we need.

Audience

1st Grade Students

Time

30 minutes

Approach

Role-playing and guided practice.

Materials

Whiteboard or chart paper, Markers, Speaking My Feelings Slide Deck, Puppets or stuffed animals (optional, for role-playing), Warm-Up: Feelings Charades (Revisit), Cool-Down: My 'I' Statement Promise, and Worksheet: My 'I' Statements

Prep

Gather Materials & Review

10 minutes

Step 1

Warm-Up: Feelings Charades (Revisit)

5 minutes

Begin the session by playing a quick round of Warm-Up: Feelings Charades (Revisit) to get students thinking about emotions and their expressions.

Step 2

Introduce 'I' Statements with Slide Deck

10 minutes

Use the Speaking My Feelings Slide Deck to introduce "I" statements. Explain the structure: "I feel [feeling] when [what happened] because [why it matters to you]. I need [what you need]." Give clear examples like, "I feel sad when you don't play with me because I want to be your friend. I need you to ask me to play."

Step 3

Role-Playing 'I' Statements

10 minutes

Using simple scenarios (e.g., someone takes a crayon, a friend says something unkind, someone interrupts), model how to use an "I" statement. Then, have students work in pairs or small groups (with puppets or stuffed animals if available) to practice. Circulate and provide immediate feedback and support. Focus on the feeling word and what happened.
* Scenario 1: A friend accidentally bumps into you and you drop your blocks.
* Scenario 2: Someone calls you a silly name.
* Scenario 3: You want to play with a toy, but someone else has it.

Step 4

Worksheet: My 'I' Statements

3 minutes

Distribute the Worksheet: My 'I' Statements. Have students choose one scenario and complete the "I" statement sentences. Provide support as needed.

Step 5

Cool-Down: My 'I' Statement Promise

2 minutes

Conclude the session with the Cool-Down: My 'I' Statement Promise to encourage students to try using "I" statements.

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Slide Deck

How Do We Share Our Feelings?

We know a lot about our feelings inside!
But how do we tell someone else how we feel so they understand us?

Welcome students. Briefly recap previous sessions (identifying feelings, body sensations, triggers, coping tools). Introduce the idea of telling others how we feel.

Using 'I' Statements

An "I" statement helps us tell someone how we feel and what we need.
It starts with "I" because it's your feeling and your need!

Introduce "I statements." Explain they help us share our feelings without making others feel blamed. Emphasize that it helps others understand our side.

The 'I' Statement Recipe

It's like a recipe with special parts:

  1. I feel [your feeling word]...
  2. when [what happened]...
  3. because [why it matters to you]...
  4. I need [what you want to happen].

Example: "I feel sad when you take my crayon because I was using it. I need you to ask first."

Explain the parts of an "I" statement. Go through the example clearly, breaking down each part. Have students repeat the structure: "I feel... when... because... I need..."

Let's Practice: Scenario 1

Your friend accidentally bumps into your block tower and it falls down.

How could you use an "I" statement to tell your friend how you feel and what you need?

Present a scenario and model an "I" statement. Ask students if they have experienced something similar and how they might use an "I" statement. Keep it simple and focused.

Let's Practice: Scenario 2

Someone calls you a silly name that you don't like.

How could you use an "I" statement to tell them how you feel and what you need?

Present another scenario and model an "I" statement. Encourage student input, guiding them to use the "I" statement structure.

Why 'I' Statements Work

  • They help you share your feelings clearly.
  • They help others understand you.
  • They can help solve problems without yelling or blaming!
  • They make you a great communicator!

Summarize the importance of "I" statements. Reiterate that it helps others understand and can make things better.

Your Turn: My 'I' Statements

Now, let's try writing our own "I" statements for some situations.

Remember to start with 'I feel...'

Transition to the worksheet/activity. Explain they will try writing their own "I" statements.

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Cool Down

Cool-Down: My 'I' Statement Promise

Instructions:

  1. Ask students to think about one time in the next day or week they might try to use an "I" statement.
  2. Invite a few students to share their plan (e.g., "I will try to say, 'I feel frustrated when I can't build my tower because it keeps falling,' to my mom.").
  3. Emphasize that practicing makes it easier, and it's okay if it feels tricky at first.

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lenny

Worksheet

My 'I' Statements

Directions: Finish these "I" statements to share how you feel and what you need.

1. When I feel happy:

I feel happy when ______________________________________________________________




Because ___________________________________________________________________________




I need _____________________________________________________________________________



2. When I feel sad:

I feel sad when _______________________________________________________________




Because ___________________________________________________________________________




I need _____________________________________________________________________________



3. When I feel angry:

I feel angry when ______________________________________________________________




Because ___________________________________________________________________________




I need _____________________________________________________________________________



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lenny

Lesson Plan

My Feelings, My Choices

Students will review all learned concepts and demonstrate understanding of how to express themselves appropriately.

Reviewing and practicing all we've learned helps us remember and use these important skills in real life, making us great at expressing ourselves!

Audience

1st Grade Students

Time

30 minutes

Approach

Interactive review and a summative activity.

Materials

Whiteboard or chart paper, Markers, Reviewing My Feelings Slide Deck, Small paper slips or index cards, Pencils/crayons, Warm-Up: Feelings Review Scramble, Cool-Down: My Best Feelings Skill, and Activity: Feelings Choice Scenario Cards

Prep

Gather Materials & Review

10 minutes

Step 1

Warm-Up: Feelings Review Scramble

5 minutes

Begin the session with the Warm-Up: Feelings Review Scramble to quickly recap key concepts from previous sessions.

Step 2

Interactive Review with Slide Deck

10 minutes

Use the Reviewing My Feelings Slide Deck to lead an interactive review of:
* Basic emotions and feelings faces.
* How feelings feel in our bodies.
* What can trigger feelings.
* Different feeling tools (coping strategies).
* Using "I" statements.
Engage students with questions and quick checks for understanding.

Step 3

Activity: Feelings Choice Scenario Cards

10 minutes

Divide students into small groups or work as a whole class. Present Activity: Feelings Choice Scenario Cards one by one. For each scenario, ask students to discuss:
* "What feeling might this trigger?"
* "What feeling tool could you use?"
* "How could you use an 'I' statement to express yourself?"
* Encourage discussion and different ideas.

Step 4

Cool-Down: My Best Feelings Skill

5 minutes

Conclude the curriculum with the Cool-Down: My Best Feelings Skill, allowing students to reflect on the most important skill they learned or improved upon during the 6 sessions.

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Slide Deck

My Feelings, My Choices: Review!

We've learned so much about feelings!
Today, we're putting it all together!

Welcome students. Explain that today we will be reviewing all the amazing things we've learned about feelings and expressing ourselves.

What Are Feelings?

Remember our Feelings Faces?

  • Happy
  • Sad
  • Angry
  • Scared
  • Surprised

All feelings are okay!

Ask students to name some feelings they remember. Go through the basic ones: happy, sad, angry, scared, surprised.

Feelings in My Body

Our bodies give us clues!

  • Happy: Light, warm tummy
  • Sad: Heavy, knot in tummy
  • Angry: Tight muscles, hot face
  • Scared: Butterflies, shaky legs

Listening to your body helps you know what you feel.

Ask students where they feel different emotions in their bodies. Prompt with examples if needed (e.g., 'Where do you feel excited?').

What Starts My Feelings?

Remember, a trigger is something that makes a feeling start.

  • What makes you happy?
  • What makes you sad?
  • What makes you angry?

It's good to know your own triggers!

Ask students what a 'trigger' is. Provide a quick example and ask for one or two student examples.

My Awesome Feeling Tools

When feelings get big, we have tools to help!

  • Deep Breaths (Smell the flower, blow out the candle)
  • Squeeze & Relax
  • Watch the Glitter Settle
  • Count to 5 (or 10)
  • Talk to a Grown-Up

Which tool helps you the most?

Review each feeling tool. Have students briefly demonstrate deep breaths or squeezing. Ask them to name their favorite tool.

Speaking My Feelings with 'I' Statements

How do we tell others how we feel?

I feel [feeling] when [what happened] because [why]. I need [what you need].

This helps others understand you!

Review the 'I' statement recipe. Give a quick example and have a few students try to complete a simple 'I' statement.

Putting It All Together!

You have learned so many important skills to understand and express your feelings!

Now, let's practice using them all!

Explain that today's activity will let them put all these skills together. Reinforce that they have learned many important ways to express themselves.

lenny

Warm Up

Warm-Up: Feelings Review Scramble

Instructions:

  1. Write the following words on separate small slips of paper: Happy, Sad, Angry, Scared, Tools, I-Statements, Triggers, Body.
  2. Place the slips of paper in a bag or hat.
  3. Have each student pick one slip of paper.
  4. When it's their turn, the student says the word and then shares one thing they remember about it from our lessons (e.g., "Happy! I remember feeling happy when my friend shared a toy.", "Tools! I remember deep breaths are a tool.").
  5. Encourage quick answers and celebrate their learning!

lenny
lenny

Cool Down

Cool-Down: My Best Feelings Skill

Instructions:

  1. Ask students to think about everything we learned in all six sessions.
  2. Invite them to think about one skill they feel they are best at now, or one new thing they feel confident to try.
  3. Go around the circle and have each student share their "best feelings skill" or new confidence.
  4. Congratulate them on their hard work and growth in understanding and expressing their feelings!

lenny
lenny

Activity

Feelings Choice Scenario Cards

Directions: Your teacher will read a scenario. Talk with your group about the questions.

Scenario Card 1: Missing Out

Your friends are playing a game that you really want to join, but they don't seem to notice you.

  • What feeling might this trigger in you?
  • What feeling tool could you use to help yourself?
  • How could you use an "I" statement to ask to play?





Scenario Card 2: A Broken Toy

You brought your favorite toy to school to show your friends. Someone accidentally steps on it and breaks it.

  • What feeling might this trigger in you?
  • What feeling tool could you use to help yourself?
  • How could you use an "I" statement to tell the person how you feel?





Scenario Card 3: New Kid

A new student joins your class. They look a little shy and are sitting alone during free play.

  • What feeling might this trigger in you (or for the new student)?
  • What feeling tool could you use if you were the new kid?
  • How could you use an "I" statement to invite them to play?





Scenario Card 4: Getting It Wrong

You are working on a drawing, and you accidentally use the wrong color. You try to erase it, but it makes a big mess.

  • What feeling might this trigger in you?
  • What feeling tool could you use to help yourself?
  • How could you use an "I" statement to tell your teacher you need help?





lenny
lenny