Feelings Journal Worksheet

Name: _______________________ Date: _______________

1. What is one feeling you experienced today?

Emotion: ____________________________

2. Describe the situation or event that caused you to feel this way.

3. How did your body feel when you experienced this emotion?

(e.g., heart racing, tense muscles)

4. What did you do or say in response to this feeling?

5. Looking back, is there a different way you could have expressed or managed this feeling? Explain.

Teacher Comments:

Trigger Tracker Worksheet

Name: ______________________ Date: _______________

1. Describe a recent situation that triggered a strong emotion.

2. What emotion did you feel?

Emotion: ____________________________

3. How did you initially react (thoughts, words, or actions)?

4. What was the specific trigger or event that led to this emotion?

(e.g., someone’s comment, a change in plan)

5. What physical signs did you notice in your body?

(e.g., racing heart, sweaty palms)

6. Brainstorm at least two alternative ways you could respond next time:

Teacher Comments and Next Steps:

Empathy Map Worksheet

Name: _______________________ Date: _______________

Scenario: Describe a situation or person you want to understand better:

1. What does this person see?

(Their surroundings, other people, environment)

2. What might this person hear?

(Conversations, sounds, messages)

3. What might this person think & feel?

(Their thoughts, worries, hopes, emotions)

4. What might this person say & do?

(Their words, actions, body language)

5. How can you respond with empathy?

(Write a statement or action you could use to show understanding)

Teacher Comments:

I-Statement Practice Worksheet

Name: _______________________ Date: _______________

1. Rewrite the following statements using an I-statement:

a) “You never listen to me.”

b) “You make me angry when you tease me.”

2. Read this scenario and write an I-statement:

Scenario: Your classmate interrupts you while you are speaking.

I-Statement:

3. Create your own I-statement for a situation where you feel upset.

Describe the situation:

Write the I-statement:

4. Reflect:

How do I-statements help in expressing feelings constructively?

Teacher Comments:

Listening Skills Self-Check Worksheet

Name: _______________________ Date: _______________

Rate yourself on the following listening skills (1 = Needs Improvement, 5 = Excellent)

1. Maintaining eye contact during conversation: _____
2. Nodding or giving nonverbal cues (e.g., facial expressions): _____
3. Paraphrasing or summarizing what you heard: _____
4. Asking clarifying questions when you’re unsure: _____
5. Avoiding interrupting the speaker: _____

1. Which listening skill do you think you do well? Why?

2. Which listening skill would you like to improve?

What specific steps will you take to get better at this?

3. My Listening Goal

I will _____________________________________________________________

Teacher Comments:

Final Expression Project Guidelines

Objective: Create a culminating project that shows your understanding of identifying and expressing feelings, using empathy, “I” statements, and active listening.

Project Options (Choose one)

1. Poster
   • Illustrate at least three emotions with drawings or images.
   • Label each emotion and describe its trigger.
   • Include two “I” statements showing how you could express those feelings.
   • Add an empathetic response you might give someone else.
2. Skit or Roleplay
   • Write and perform a short scene (1–2 minutes) demonstrating a common peer conflict.
   • Show how characters identify feelings, use “I” statements, and practice active listening.
   • After the skit, briefly explain how empathy helped resolve the situation.
3. Letter
   • Write a letter to a friend (real or imaginary) describing:
     • Three feelings you’ve experienced recently and their triggers.
     • How you used an “I” statement to express one of those feelings.
     • An empathetic statement you would say if your friend felt upset.
   • End with a reflection on what you learned about listening.
4. Digital Presentation or Video
   • Create 3–5 digital slides or a 1–2 minute video.
   • Slide/video must cover: emotion identification, triggers, an “I” statement example, and empathy.
   • Include a voice-over or text explaining your active listening goal.

Requirements & Criteria

Submission Instructions

• Attach or display your project in class on the due date.
• Turn in your completed Self-Reflection Worksheet.
• Be prepared to share one thing you learned and one goal for next time.

Due Date: _____________________
Teacher Signature: _____________________

Self-Reflection Worksheet

Name: _______________________ Date: _______________

1. After completing the unit, what is one thing you now can do better when it comes to identifying your feelings?

2. Name two triggers you understand better now and write one new way you will manage each:

a. Trigger: ____________________
New response: ____________________

b. Trigger: ____________________
New response: ____________________

3. Write an “I” statement you used during this unit. How did it help you communicate?

4. Describe a time you practiced empathy. What did you say or do to show understanding?

5. Which listening skill from Listening Skills Self-Check Worksheet did you improve the most? How will this help you in the future?

6. Which activity or game was your favorite or most helpful? Explain why.

7. My interpersonal goal moving forward:

I will __________________________________________________________ because ____________________________________________________

Teacher Comments:

Unit Discussion Guide

This guide provides discussion prompts and follow-up questions for each session of the Express Yourself Safely unit. Use these to encourage students to reflect, share, and learn from one another.

Discussion Norms

• Listen respectfully without interrupting.
  
• Speak using “I” statements (e.g., “I feel…”).
  
• Respect others’ experiences and perspectives.
  
• Share honestly but only what you feel comfortable sharing.
  
• Encourage classmates by using positive language (e.g., “Thank you for sharing”).

Session 1: Feeling Recognition

Materials: Feelings Chart Poster, Feelings Journal Worksheet

1. Opening Prompt: Recall a time today when you felt a strong emotion. What was it?
   • Follow‐up: What clues (face, body, thoughts) helped you name that feeling?
   • Follow‐up: Did noticing the feeling help you in any way?
2. Group Share: Invite 3–4 students to share an entry from their journal.
   • Teacher Note: Acknowledge each share (“Thank you for sharing how you felt.”).
3. Reflection Question: Why is it helpful to name our feelings instead of ignoring them?
   • Possible Points: Helps us understand ourselves, ask for help, or decide how to respond.

Session 2: Exploring Triggers & Responses

Materials: Scenario Roleplay Cards, Trigger Tracker Worksheet

1. Opening Prompt: Think of one thing that makes you feel upset or frustrated. What happened?
   • Follow‐up: Was the trigger a person’s words, an event, or something else?
2. Partner Share: In pairs, describe your trigger and initial reaction.
   • Teacher Note: Encourage use of neutral language—focus on facts, not blame.
3. Group Question: What could be a different way to respond next time?
   • Link to Worksheet: Have students refer to their Trigger Tracker Worksheet ideas.
4. Reflection: How might choosing a different response change the outcome?
   • Possible Points: Fewer conflicts, better feelings, stronger friendships.

Session 3: Building Empathy

Materials: Empathy Map Worksheet, Empathy Roleplay Cards

1. Opening Prompt: Think of a time a friend seemed upset. How did you notice?
   • Follow‐up: What words or actions showed their feelings?
2. Empathy Mapping: Choose a classmate’s scenario and fill out the Empathy Map Worksheet.
   • Teacher Note: Model one map first, then let students work in small groups.
3. Roleplay Discussion: After roleplaying empathy, ask: “What did it feel like to be understood?”
   • Follow‐up: How did the listener show they cared?
4. Reflection Question: Why is empathy important in keeping friendships strong?
   • Possible Points: Builds trust, helps us solve problems together.

Session 4: Communicating with “I” Statements

Materials: I-Statement Guide Poster, I-Statement Practice Worksheet

1. Opening Prompt: Share an example of a sentence that starts with “You always…” or “You never…”.
   • Follow‐up: How might that sound to the listener?
2. Rewrite Activity: Invite students to rewrite one example from the worksheet using an “I” statement.
   • Teacher Note: Display student rewrites and praise clear examples.
3. Pair Roleplay: In partners, practice your own “I” statement for a real or made-up scenario.
   • Follow‐up: How did it feel to speak and to listen?
4. Reflection: How do “I” statements help keep conversations respectful?
   • Possible Points: Ownership of feelings, avoids blame, invites solution.

Session 5: Active Listening Skills

Materials: Listening Skills Roleplay Cards, Listening Skills Self-Check Worksheet

1. Opening Prompt: What makes you feel heard by someone?
   • Follow‐up: Which listening behaviors do you notice (eye contact, nodding)?
2. Roleplay Practice: Use a roleplay card—one student speaks, the other practices active listening.
   • Follow‐up: Listener shares one thing they remembered; speaker confirms accuracy.
3. Self-Assessment: Complete the Listening Skills Self-Check Worksheet.
   • Teacher Note: Invite volunteers to share one goal they set.
4. Reflection: How will improving listening help you at home, school, and with friends?
   • Possible Points: Fewer misunderstandings, deeper connections.

Session 6: Reflection & Culminating Project

Materials: Final Expression Project Guidelines, Self-Reflection Worksheet

1. Opening Prompt: Which skill from this unit (identifying feelings, empathy, “I” statements, listening) helped you most? Why?
   • Follow‐up: Give an example of when you used that skill.
2. Project Brainstorm Discussion: In small groups, share your project idea from the Final Expression Project Guidelines.
   • Follow‐up: Offer one positive suggestion to a peer’s idea.
3. Self-Reflection Share: Invite volunteers to share one insight from their Self-Reflection Worksheet.
   • Teacher Note: Celebrate growth and set a new interpersonal goal for next term.
4. Closing Reflection: How will you continue to use these skills in your daily life?
   • Possible Points: Practice naming feelings, pause before reacting, ask “How are you?”

Use this guide to build a classroom culture of trust and open communication. Adjust prompts as needed to meet your students’ needs and reinforce key social-emotional skills.