Session 1 Script

Warm-Up Greeting & Check-In (5 minutes)

Teacher says:
“Hi Jahrell! It’s so good to see you today. You and I get to spend some time together and practice talking about feelings. Does that sound fun?”

“Let’s get comfortable. Can we sit here in the same spot we always use? Perfect. Now, let’s take three big, slow breaths together. Breathe in… 1… 2… 3… and breathe out… 1… 2… 3…”

Teacher holds up two flashcards (#feelings-flashcards) and says:
“Okay, I’m going to show you two picture cards. Take a look and then tell me how you think each person is feeling.”

Teacher displays Card 1 and Card 2.
Teacher asks:
“Which feeling do you think this is?”

If student hesitates, Teacher prompts:
“What clues do you see in their face or body?”

Identifying Feelings (8 minutes)

Teacher says:
“Great job getting started! Now I have a whole stack of feeling faces here. When I show you a card, I’ll say the name of the feeling, and then I want you to say it back to me. Ready?”

Teacher holds up each card in turn (#feelings-flashcards):
“Happy.” ← wait for student to repeat.
“Sad.” ← repeat.
“Angry.” ← repeat.
“Surprised.” ← repeat.

Teacher continues:
“Awesome! Now let’s try something a little different. I’ll tell you a short story, and you’ll pick the card that matches. Here’s the first one:

• “Imagine you built a tall block tower and someone accidentally knocked it over. How do you think you’d feel?”

Teacher waits.
If student picks correctly:
“Perfect! You picked ‘angry.’ That makes sense if your tower fell. Nice work!”
If student makes a mistake:
“I see why you might think that, but let’s look again. When something bothers us a lot, we might feel _____ instead. Can you point to that card?”

Repeat with one or two more simple scenarios.

Introducing Coping Strategies (8 minutes)

Teacher says:
“Now that we know some feelings, let’s learn two ways to help ourselves when we feel big emotions. See our chart here? (#coping-strategies-chart)”

Teacher points to first strategy:
“This strategy is called deep breathing. We breathe in through our nose and breathe out through our mouth, nice and slow. Watch me.”
Teacher demonstrates one deep breath:
“In… 2… 3… and out… 2… 3…”
Teacher says:
“Your turn with me. Ready? In… 2… 3… Out… 2… 3…”

Teacher points to second strategy:
“The next one is counting to five. When I feel upset, I quietly count, ‘1…2…3…4…5,’ and that gives my brain a moment to calm down.”
Teacher demonstrates and then invites student to join.

Teacher says:
“Let’s do a quick role-play. Imagine someone takes your pencil without asking. You feel angry. Which strategy would you like to try first—deep breathing or counting to five?”

Teacher follows student’s choice and guides practice.

Worksheet Activity (5 minutes)

Teacher hands over the worksheet:
“Here is your Session 1 Feelings Identification Worksheet. On each picture, I want you to circle the feeling you see. Then, underneath, draw the coping strategy you’d use—either deep breathing or counting to five. Take your time!”

After student completes, Teacher says:
“Let’s check the first one together. Why did you circle ‘surprised’?”

Provide praise:
“Nice explanation! You picked that feeling because the eyes are wide, and that’s exactly what surprise looks like. Great drawing of the breathing bubbles!”

Cool-Down & Closing (4 minutes)

Teacher says:
“To finish up, pick one flashcard that shows how you feel right now.”

Once student picks, Teacher responds:
“Thanks for sharing. Let’s do one final deep breath together. In… 2…3… out… 2…3…”

Teacher ends:
“You did a fantastic job today naming feelings and trying out coping skills. I’m proud of how you stayed focused! I’ll see you next time—keep practicing those breaths and counting at home.”

Session 1 Warm-Up: Feelings Check-In (5 minutes)

• Welcome the student and paraeducator with a friendly greeting:
“Hi Jahrell! I’m so glad to see you today.”

• Feeling Card Choice:

• Hold up three Feelings Flashcards (#feelings-flashcards).
• Ask: “Which card shows how you’re feeling right now?”

• Brief Reflection:

• Once the student picks a card, say: “You chose [emotion name]. Can you tell me why?”
• Listen and validate (e.g., “That makes sense if you feel excited about recess!”).

• Lead 3 Deep Breaths Together:

1. Breathe in… 1…2…3
2. Breathe out… 1…2…3
3. Repeat two more times.

• Transition to Main Lesson:
“Great job sharing your feeling! Let’s use that same focus to learn about more feelings and how to handle them.”

Session 1 Feelings Identification Worksheet

Instructions: For each scenario below, circle the feeling that matches how you would feel. Then, in the space provided, draw the coping strategy you could use—like deep breathing or counting to five—when you feel this way.

1. Scenario: Your block tower falls over right when you finish building it.

Circle one:

⃝ Happy  ⃝ Sad  ⃝ Angry  ⃝ Surprised

Draw a coping strategy you could use when you feel this way:

1. Scenario: A friend shares their snack with you at lunchtime.

Circle one:

⃝ Happy  ⃝ Sad  ⃝ Angry  ⃝ Surprised

Draw a coping strategy you could use when you feel this way:

1. Scenario: You accidentally drop your ice cream cone, and it falls on the ground.

Circle one:

⃝ Happy  ⃝ Sad  ⃝ Angry  ⃝ Surprised

Draw a coping strategy you could use when you feel this way:

1. Scenario: Someone sneaks up behind you and shouts “Boo!” to startle you.

Circle one:

⃝ Happy  ⃝ Sad  ⃝ Angry  ⃝ Surprised

Draw a coping strategy you could use when you feel this way:

Session 2 Script

Warm-Up Review & Check-In (5 minutes)

Teacher says:
“Hi Jahrell! Welcome back. I’m glad to see you and our paraeducator today.”

Teacher holds up two flashcards (#feelings-flashcards) and says:
“Which feeling do you see here, and if you felt that way, what calm-down tool would you use?”

If student answers quickly, Teacher affirms:
“Great! You picked sad and you’d use deep breathing. That’s perfect.”
If student hesitates, Teacher prompts:
“Think about our chart (#coping-strategies-chart). Which strategy helps when you feel sad?”

Teacher continues:
“Let’s take three deep breaths together before we start: In… 1…2…3… Out… 1…2…3…”

Teacher transitions:
“Today we’re going to learn how to play with friends and stay calm if we feel upset during our game. Sound good?”

Introducing Cooperative Play (7 minutes)

Teacher points to the Cooperative Play Rules Poster and says:
“Here are three important rules for playing with friends: sharing, taking turns, and following the game rules. Let’s read them together.”

Teacher reads each rule aloud, then asks:
“First rule: sharing. Can you tell me what sharing looks like?”

If student describes correctly, Teacher says:
“Yes! Sharing means letting others use a toy, just like you’d like them to share with you.”
If student is unsure, Teacher models:
“If I have two cars and you want one, I share one with you.”

Teacher continues:
“Second rule: taking turns. Why is it important to wait our turn?”

Listen and validate:
“That’s right—waiting your turn helps everyone feel respected.”

Teacher adds:
“Third rule: following the rules. What happens if we don’t follow the rules?”

Guide student to answer:
“Exactly—games could be unfair or no one has fun.”

Teacher summarizes:
“So, sharing, turn-taking, and following rules help us all enjoy playing together!”

Modeling & Role-Play (8 minutes)

Teacher says:
“Now I’ll show you what good cooperative play looks like. Watch me and our paraeducator play with these blocks.”

Teacher and paraeducator enact a simple turn-taking activity:

• Teacher: “I’ll use the red block first.”
• Paraeducator: “Great, and now I’ll use the blue block.”
• Teacher: “Thanks for waiting! Your turn again.”

Teacher narrates:
“See how I said, ‘Your turn,’ and paused so they knew when to play?”

Teacher invites student:
“Jahrell, it’s your turn to share these toy cars. Can you hand one to me?”

If student shares smoothly, Teacher says:
“Awesome sharing!”
If student hesitates, Teacher prompts:
“Remember, sharing means giving one so we can both play.”

Teacher continues role-play:
“Now it’s my turn to park the car—I'll wait for two seconds and then go.”
Invite student:
“Now you wait and tell me when it’s your turn.”

Offer feedback:
“Great waiting! You used turn-taking.”

Guided Cooperative Practice (7 minutes)

Teacher says:
“Let’s play a short game together with these blocks. I’ll set the timer for five minutes. Ready?”

Teacher starts the timer and encourages:
“Remember our rules: share, take turns, and follow our plan. Go ahead and start.”

Teacher and paraeducator join in or observe quietly. If student shows frustration (frowning, grabbing):

Teacher gently says:
“I notice you seem upset. Which calm-down tool could help you right now?”

Wait for student to choose from (#coping-strategies-chart). Then support practice:
“Let’s try deep breathing together: In… 1…2…3… Out… 1…2…3…”

When the student shares or waits well, Teacher applauds:
“Nice sharing, Jahrell!” “Great job waiting your turn!”

After five minutes, Teacher stops the timer and says:
“Time’s up! Let’s see how well we did.”

Cool-Down & Closing (3 minutes)

Teacher says:
“To finish, pick a feelings flashcard that shows how you feel after our game.”

Once the student selects, Teacher asks:
“You chose [emotion name]. Which strategy helped you stay calm today?”

Listen and affirm:
“I’m proud of you using counting to five when you felt frustrated—it really helped.”

Teacher leads final breaths:
“In… 1…2…3… Out… 1…2…3… Great job!”

Teacher ends:
“You did an amazing job playing cooperatively and using your calm-down tools. I can’t wait to play again next time!”

Session 2 Warm-Up: Feelings & Coping Review (5 minutes)

• Warm Greeting:
“Hi Jahrell! Welcome back—so good to see you.”

• Feelings Flashcard Quick-Check:

• Hold up two random Feelings Flashcards (#feelings-flashcards).
• Ask: “Which feeling do you see here?”
• Follow up: “If you felt that way, which calm-down tool from our chart would you use?”

• Brief Sharing:

• Listen to the student’s response and validate: “That’s a great choice—deep breathing really helps when you feel ___.”

• Lead 3 Deep Breaths Together:

1. “Breathe in… 1…2…3”
2. “Breathe out… 1…2…3”
3. Repeat two more times while pointing to the Coping Strategies Chart Poster (#coping-strategies-chart).

• Transition to Today’s Focus:
“Awesome! Now that we’re feeling calm, let’s learn how to play with friends and use our calm-down tools if we get frustrated.”

Cooperative Play Rules Poster

Let’s work together and have fun!

1. Sharing
   • Take turns letting friends use your toy or game pieces.
   • Use kind words: “Here you go!” or “Would you like to play with this?”
2. Turn-Taking
   • Wait patiently until it’s your turn.
   • Show “ready” body language: hands in lap, eyes on the game.
   • Use a signal when you’re done: “Your turn now!”
3. Following the Rules
   • Listen carefully to instructions before you start.
   • Ask questions if something is unclear: “How do we play this?”
   • Keep trying even if the rules are tricky—everyone learns together!

Session 2 Cooperative Play Worksheet

Instructions: For each situation below, circle the cooperative play skill you would use (sharing, turn-taking, following rules). Then, in the space provided, draw or write which coping strategy (deep breathing or counting to five) you would use if you felt upset.

1. Scenario: You have the red marker, and your friend asks to use it next.

Circle one:

⃝ Sharing  ⃝ Turn-Taking  ⃝ Following Rules

If you felt upset because you wanted to keep drawing, draw or write which calm-down tool you would use:

1. Scenario: It’s your turn in the board game, and you wait patiently for your turn.

Circle one:

⃝ Sharing  ⃝ Turn-Taking  ⃝ Following Rules

If something goes wrong during your turn and you feel frustrated, draw or write which calm-down tool you would use:

1. Scenario: You start a new game and you listen carefully to the rules before you begin.

Circle one:

⃝ Sharing  ⃝ Turn-Taking  ⃝ Following Rules

If the game is tricky and you feel confused, draw or write which calm-down tool you would use:

1. Reflection: Think about our game today. Which calm-down tool helped you the most?

Circle one:

⃝ Deep Breathing  ⃝ Counting to Five

Draw or describe how you used it:

Session 3 Script

Warm-Up Review & Check-In (5 minutes)

Teacher says:
“Hi Jahrell! Good to see you again. Today we’re going to use our feelings and calm-down tools in free play together.”

Teacher holds up two flashcards (#feelings-flashcards) and asks:
“Which emotion is this? If you felt that way during play, which calm-down tool from our chart (#coping-strategies-chart) would you use?”

If the student answers, Teacher affirms and says:
“Great choice! Now let’s do three deep breaths together. In… 1…2…3… Out… 1…2…3…”
Repeat two more times.

Teacher transitions:
“Awesome! Now we’ll try these skills in our free play.”

Introduce Guided Free Play (7 minutes)

Teacher says:
“Jahrell, you’ll choose some materials—blocks, cars, or art supplies—and play with a peer for ten minutes. I’ll set the timer so we know when to stop.”

Teacher points to the Cooperative Play Rules Poster and reviews:
“Let’s remember our three rules: sharing, turn-taking, and following the rules. What does sharing look like?”

“What about turn-taking?”

“And how do we follow the rules?”

Listen, validate, and summarize:
“Yes—these rules help us have fun together. If you start to feel upset or super excited, remember to pick a calm-down tool from the chart. Which tool will you try if you feel frustrated?”

Structured Free Play (12 minutes)

Teacher says:
“I’m starting the timer now. Go ahead and start playing with your friend. I’ll watch and support you if you need help.”

Teacher starts the timer.

While observing, if the Teacher notices the student looks upset or overly excited, they gently approach and say:
“Jahrell, I notice you look a bit _______. Which feeling is that?”

After the student labels the feeling, Teacher asks:
“And which calm-down tool would you like to use right now?”
Guide the practice:
“Let’s do it together: In… 1…2…3… Out… 1…2…3…”

Throughout play, Teacher offers specific praise:
“Great sharing!” “Nice waiting for your turn!” “Awesome following the rules!”

When 10 minutes are up, Teacher says:
“Time’s up! Let’s stop and talk about how it went.”

Reflection & Worksheet (4 minutes)

Teacher hands the student the Session 3 Peer Interaction Reflection Sheet and says:
“On this sheet, first circle how you felt during play. Then draw or write which calm-down tool you used. Finally, note one thing you did well with your friend.”

Once the student has worked, Teacher asks:
“Why did you choose that feeling?”

“Which calm-down tool did you use, and how did it help?”

“What’s one way you shared or waited your turn?”

Offer praise:
“Great reflection, Jahrell! You did a wonderful job noticing your feelings and using your calm-down tool.”

Cool-Down & Closing (2 minutes)

Teacher says:
“Let’s finish with one final deep breath together. In… 1…2…3… Out… 1…2…3…”

Teacher ends:
“I’m really proud of how you played and used your coping skills today. Keep practicing these tools at recess and choice time. You’re doing great!”

Session 3 Peer Interaction Reflection Sheet

Instructions: Think about your free play time with a friend. Then, complete each part below.

1. During play, I felt:

Circle one:

⃝ Happy  ⃝ Sad  ⃝ Angry  ⃝ Surprised

Why did you choose this feeling?

1. The calm-down tool I used when I felt upset or excited:

Circle one:

⃝ Deep Breathing  ⃝ Counting to Five

Draw or write how you used this tool:

1. One thing I did well with my friend (sharing, turn-taking, or following rules):

1. How can you use these skills next time you play?

Session 1 Cool-Down & Reflection (4 minutes)

• Feelings Reflection:
Ask the student to pick one flashcard (#feelings-flashcards) that shows how they feel right now.

• Final Deep Breathing:
Lead one more deep-breathing exercise together:
“In… 1…2…3… Out… 1…2…3…”

• Positive Affirmation:
Offer praise and encouragement:
“You did a great job naming feelings and practicing calming strategies today!”