Session 1 Feelings Script

Warm-Up: Emotion Mirror (5 minutes)

Teacher: “Okay friends, let’s all sit in a circle. I’m going to show you a card with a face on it. When I hold it up, you make the same face with your own face and tell me what feeling it is. Ready?”

(Show Feeling Flashcards one at a time.)

Teacher: “This face looks like happy. Show me your happy face! Say the word: happy.”

Students respond.

Teacher: “Great job!”

Teacher: “This face is sad. Show me sad. Say sad.”

Students respond.

Teacher: “Nice work!”

Teacher: “Now we have angry. Make an angry face and say angry.”

Students respond.

Teacher: “Thank you!”

Teacher: “Last one is scared. Show your scared face and say scared.”

Students respond.

Teacher: “Fantastic copying!”

Teach: Feelings Vocabulary (8 minutes)

Teacher: “Today we’re going to learn more about these feelings. I’ll hold up each card again, say the feeling, and then I’ll ask you a question about it.”

1. Happy
   
   • Teacher holds up the Happy card. “This is happy. Can you all say happy together?”
     
   • Students say: “happy.”
     
   • Teacher: “When do you feel happy? Who wants to share?”
     
     
   • Follow-up Prompts: “I feel happy when I see my family. What about you?”
   • Invite 2 volunteers. Praise each: “Thank you for sharing—great example!”
2. Sad
   
   • Show Sad card. “This feeling is sad. Say sad.”
     
   • Students say: “sad.”
     
   • Teacher: “Can someone tell me a time they felt sad?”
     
     
   • Follow-up Prompts: “I felt sad when I lost my toy. What makes you feel sad?”
   • Invite 2 volunteers. Encourage full sentences: “I felt sad when…”
3. Angry
   
   • Show Angry card. “This is angry. Say angry.”
     
   • Students say: “angry.”
     
   • Teacher: “When might you feel angry? Who will share?”
     
     
   • Follow-up Prompts: “I feel angry if someone takes my turn. What about you?”
   • Invite 2 volunteers. Acknowledge: “Nice talking about feelings!”
4. Scared
   
   • Show Scared card. “This is scared. Say scared.”
     
   • Students say: “scared.”
     
   • Teacher: “Can you tell me something that makes you feel scared?”
     
     
   • Follow-up Prompts: “I feel scared in the dark. Anyone else?”
   • Invite 2 volunteers and validate their answers.

Activity: Feelings Chart (7 minutes)

Teacher: “Now let’s see how we feel right now. I’m passing out your Feelings Chart Worksheet. Find the face that shows your feeling and circle it.”

(Distribute worksheets and give students time.)

Teacher (circling on own paper as a model): “I’m circling happy because I felt good when I saw you today.”

Teacher: “Who wants to tell me why they circled that face?”

• Call on a child: “Thank you for sharing—nice work using your words!”
  
• Prompt quieter students: “Can you whisper to me why you chose that face?”

Game: Pass & Share (7 minutes)

Teacher: “Let’s play Pass & Share! We’ll sit in a circle and pass this beanbag. When I spin our Turn-Taking Spinner and it lands on you, hold the beanbag, name one feeling word, and share a time you felt that feeling.”

Teacher (demonstrates one round): “For example, I feel happy when I eat ice cream.”

Teacher: “Ready? We’ll pass the beanbag three times, then I’ll spin. Go!”

(After spinning and sharing for each student.)

Teacher: “Great job everyone! You all shared your feelings clearly and waited for your turn.”

Cool-Down: Breathing Buddies (3 minutes)

Teacher: “Time to calm down with Breathing Buddies. Lie on your back on the carpet. Place your beanbag on your belly.”

Teacher (quietly guiding):

1. “Breathe in slowly through your nose—watch the beanbag go up.”
   
2. “Breathe out slowly through your mouth—watch it go down.”
   
3. “Let’s do this three times together.”
   
   

(Count breaths in a calm voice.)

Teacher: “Wonderful breathing! This helps us feel calm when we’re upset.”

Wrap-Up & Look Ahead (2 minutes)

Teacher: “Today we:

• Named happy, sad, angry, and scared
• Practiced taking turns sharing feelings
• Learned a breathing trick to calm down

You all did an amazing job!”

Teacher: “Next time, we will learn how to use polite words to ask for help and solve problems. I can’t wait!”

Session 1: Feelings Chart Worksheet

Name: __________________________ Date: __________________________

Circle the face that shows how you feel right now:

😃 Happy 😢 Sad 😠 Angry 😱 Scared

Why did you choose this face?

Warm-Up: Emotion Mirror (5 minutes)

• Gather students in a circle.
• Show one card at a time from Feeling Flashcards.
• Ask students to mimic the facial expression and name the feeling.
• Praise correct names and reinforce any missed ones.

Cool-Down: Breathing Buddies (3 minutes)

• Invite students to lie on their backs on the carpet.
• Give each student a soft ball or beanbag to place gently on their belly.
• Guide them to breathe in slowly through their nose, watching the bag rise on their tummy.
• Then breathe out slowly through their mouth, watching the bag fall.
• Repeat this deep belly breathing three times together.
• Remind students that this Breathing Buddies strategy helps them feel calm when they’re upset.

Game/Activity: Pass & Share (7 minutes)

Objective: Practice taking turns, active listening, and naming feelings in a group setting.

Materials:

• Talking Stick (Talking Stick Guidelines)

Instructions:

1. Have students sit in a circle on the floor.
2. Introduce the Talking Stick: only the student holding the stick may speak.
3. Teacher starts by passing the stick to a classmate.
4. When a student holds the stick, they name one feeling word (happy, sad, angry, or scared) and share a time they felt it (e.g., “I feel sad when I lose my toy.”).
5. After sharing, the student passes the stick to the next person.
6. Continue until every student has held the stick or time is up.

Teaching Tips & Variations:

• Encourage full sentences: “I feel ___ when ___.”
• For students who are shy, allow them to show a feeling card instead of speaking aloud.
• To extend, invite students to ask a follow-up question after each share (e.g., “What helped you feel better?”).

Talking Stick Guidelines

Purpose: The Talking Stick is a visual cue that helps students practice respectful listening and fair turn-taking. Only the student holding the stick may speak; everyone else listens quietly.

Materials Needed:

• A special stick or decorated baton (about 1–2 feet long)
• Optional decorations: ribbons, stickers, paint, or yarn

Preparation Steps:

1. Choose a lightweight stick or dowel—smooth and safe for small hands.
2. Invite students (or decorate yourself beforehand) to add stickers, paint, or yarn to personalize the stick.
3. Practice passing the stick so it’s comfortable for all students to hold.

How to Use in Class:

1. Gather students in a circle on the floor.
2. Explain: “Only the person holding the Talking Stick may talk. When you’re finished, you pass it to the next person.”
3. Model one round: hold the stick, speak clearly (“I feel happy when I play with friends.”), then pass gently to a classmate.
4. Continue passing around the circle. Encourage each student to hold the stick, name a feeling, and share a brief example.

Teaching Tips & Variations:

• Set a gentle timer (5–10 seconds) for each turn to keep momentum.
• For shy students, allow them to choose a feeling card to show instead of speaking aloud.
• Use positive praise (“Thank you for listening!”) after each student passes the stick.
• Variation: After everyone has had a turn, invite students to pass again but this time share a self-soothing strategy or polite phrase (e.g., “Please may I have a turn?”).

Session 2 Polite Script

Warm-Up: Polite Greeting Circle (5 minutes)

Teacher: “Okay friends, let’s all sit in a circle. This is our greeting ball. When you hold the ball, you’ll greet the friend next to you using please and thank you. Ready?”

Teacher (demonstrates): “Hello, Alex! Please pass the ball.”

Student (holds ball): “Hello, [Name]! Thank you!”

Teacher: “Great job, Alex—nice polite words!”

Teacher: “Now pass the ball to the next friend and greet them.”

(Continue around the circle until each student has had a turn.)

Teach: Polite Phrases (7 minutes)

Teacher: “We’re going to learn four important polite phrases using our Polite Words Flashcards. Everyone say ‘ready!’”

1. Please
   
   Teacher shows the Please card. “This word is please. Say it with me: please.”
   
   Students repeat.
   
   Teacher: “We use please when we ask for something nicely. For example: ‘May I have a turn, please?’ Who can try that sentence?”
   
   Follow-up Prompt: “Great! What else could you ask for, please?”
2. Thank you
   
   Teacher shows the Thank You card. “This is thank you. Say it: thank you.”
   
   Students repeat.
   
   Teacher: “We say thank you when someone helps us. For example: ‘Thank you for sharing the marker.’ Who wants to try?”
   
   Follow-up Prompt: “What else can you say thank you for?”
3. Excuse me
   
   Teacher shows the Excuse Me card. “This phrase is excuse me. Say it: excuse me.”
   
   Students repeat.
   
   Teacher: “Use excuse me when you need to get someone’s attention politely: ‘Excuse me, may I talk?’ Who can practice?”
   
   Follow-up Prompt: “What are other times we say excuse me?”
4. I’m sorry
   
   Teacher shows the I’m Sorry card. “This phrase is I’m sorry. Say it: I’m sorry.”
   
   Students repeat.
   
   Teacher: “We say I’m sorry when we’ve made a mistake or bumped someone. For example: ‘I’m sorry I bumped you.’ Who wants to try?”
   
   Follow-up Prompt: “What else might make you say I’m sorry?”

Teacher: “Fantastic! You’re becoming polite phrase experts.”

Activity: Role-Play Practice (8 minutes)

Teacher: “Now let’s practice with our Session 2 Scenario Cards. I’ll show you one example.”

Teacher (holds up a card): “Scenario: Two friends both want the same crayon. What could you say?”

Student volunteer: “Excuse me, may I have a turn with the crayon, please?”

Teacher: “Excellent use of excuse me and please!”

Teacher: “Now pair up. Each pair gets a scenario card. Read it together, then act it out using our polite phrases. I’ll be walking around to help.”

(Students pair and role-play. Teacher prompts quiet pairs: “Remember full sentence: I’m sorry I __.”)

Teacher (circulating): “Great work! I heard a perfect ‘thank you’ there!”

Game: Problem-Solving Carousel (7 minutes)

Teacher: “Time for our Problem-Solving Carousel. Form groups of three or four and move to a station with a new Session 2 Scenario Card.”

Instructions at each station:

1. Read or listen to the scenario.
   
2. Discuss as a group: What polite phrase will you use? How will you solve the problem? (e.g., “Excuse me, may I try next?”)
   
3. Take turns sharing your solution.
   
   

Teacher: “We’ll spend two minutes at each station. When the timer dings, rotate to the next station.”

(After rotations) Teacher: “Wonderful ideas! Who can share one solution from Station 1?”

Student: “We said, ‘I’m sorry I took your turn. Please may I have it back?’”

Teacher: “Great use of I’m sorry and please!”

Cool-Down: Compliment Circle (3 minutes)

Teacher: “Let’s end with a Compliment Circle. Sit in a circle and pass the beanbag. When you hold it, give a compliment or say thank you to someone for using polite words today.”

Teacher (models): “I like how Emma said please when asking for the scissors.” Passes to Emma.

Students pass the beanbag one by one, sharing compliments: “Thank you, Diego, for saying excuse me!” “I’m proud of Lily for saying I’m sorry!”

Teacher: “You all did an amazing job noticing polite words.”

Wrap-Up & Look Ahead (2 minutes)

Teacher: “Today we:

• Learned please, thank you, excuse me, I’m sorry
• Practiced asking nicely and solving problems
• Gave each other compliments for polite words

Great work, everyone! Next time, we’ll learn some calming and self-soothing strategies to help when big feelings come. I can’t wait!”

Session 2: Polite Phrases Worksheet

Name: _____________________________ Date: ____________________

1. Circle the polite word you would use in each situation:

Situation: You want to ask for a turn with a toy.

• Excuse me • Thank you • I’m sorry • Please

Situation: Someone gives you a crayon you asked for.

• I’m sorry • Please • Excuse me • Thank you

Situation: You accidentally bump a friend.

• Thank you • I’m sorry • Excuse me • Please

1. Draw a line to match each polite phrase with when to use it:

Please ------------------------------- a) When someone helps you

Thank you ------------------------ b) When you ask for something

Excuse me ------------------------- c) When you need attention politely

I’m sorry ------------------------- d) When you make a mistake or bump someone

1. Write your own sentence using one polite phrase:

" _____________________________________________________________ "

Session 2 Scenario Cards

Use these short scenarios for Role-Play Practice and the Problem-Solving Carousel. Read or act out each one, then decide which polite phrase to use and practice saying it in a full sentence.

1. Scenario: You and a friend both want the same red crayon at the art table.
   Prompt: “What can you say?”
2. Scenario: You need help zipping up your coat before going outside.
   Prompt: “How do you ask the teacher nicely?”
3. Scenario: You accidentally bump your friend in line and their blocks fall over.
   Prompt: “What polite words do you use?”
4. Scenario: A classmate gives you a marker after you asked for one.
   Prompt: “What do you say back?”
5. Scenario: You have a question during quiet work time.
   Prompt: “How do you get the teacher’s attention politely?”
6. Scenario: You borrowed a toy from a friend and forgot to say thank you.
   Prompt: “What phrase can you say now?”