Feelings & Friendships Script

Warm-Up: How Are You Feeling Today? (5 minutes)

Teacher: "Good morning/afternoon everyone! I'm so glad you're here. To start our session today, I'd love for each of you to share one word that describes how you're feeling right now, and maybe a very quick reason why. For example, I'm feeling 'optimistic' because I'm excited for our discussion today."

(Allow each student to share. Offer a visual aid like emoji cards or a feelings chart if helpful.)

Teacher: "Thank you all for sharing. It's really interesting to hear all the different feelings in the room. This shows us that everyone experiences a wide range of emotions, and that's perfectly normal! All feelings are okay to have, whether they're happy, sad, excited, or even a little grumpy."

"Today, we're going to explore our feelings even more. We'll learn about why we feel the way we do, what we can do when our feelings get really big, and how to use our words to connect with our friends and classmates." (Gesture towards Feelings & Friendships Slide Deck - Slide 1)

What Are Feelings? (5 minutes)

Teacher: "Let's start by thinking about what feelings are." (Advance to Feelings & Friendships Slide Deck - Slide 2)

Teacher: "As you can see, there are so many different feelings we can experience. Can anyone name some feelings they know, beyond happy, sad, mad, or scared?"

(Allow students to share and validate their responses. Write down a few on the board.)

Teacher: "That's great! It's important to have a rich 'feelings vocabulary' so we can accurately describe how we're doing inside. The more words we have, the better we can express ourselves."

Feeling Triggers (5 minutes)

Teacher: "Now, sometimes our feelings don't just appear out of nowhere. There are often things that happen that make us feel a certain way. We call these 'triggers.'" (Advance to Feelings & Friendships Slide Deck - Slide 3)

Teacher: "A 'trigger' is like a button that gets pushed, and then a feeling pops up. For example, if I'm trying to build a really tall tower with blocks and it keeps falling down, I might start to feel frustrated. The falling tower is the trigger for my frustration."

"Let's think of some examples. What are some situations or things that might make you feel..."

• "...happy?"
  
  
  
• "...frustrated?"
  
  
  
• "...nervous?"
  
  
  

Teacher: "It's really helpful to identify our triggers because once we know what usually makes us feel a certain way, we can be better prepared to handle that feeling. We're going to practice this with a worksheet." (Distribute Feelings & Triggers Worksheet.)

"On this worksheet, you'll list different feelings and then think about what situations or 'triggers' lead to those feelings for you. Take about 3 minutes to fill out as much as you can." (Circulate and offer support.)

Coping Strategies: Superpowers! (7 minutes)

Teacher: "Okay, now that we're better at identifying our feelings and what triggers them, what do we do when those feelings get really big? Like when we're super angry, or really anxious? We can use our 'coping strategies'!" (Advance to Feelings & Friendships Slide Deck - Slide 4)

Teacher: "Coping strategies are like our personal superpowers. They are healthy ways to manage our emotions so we can calm down, think clearly, and respond in a helpful way, instead of letting our big feelings take over."

"I have some Coping Strategies Activity Cards here. Each card has a different coping strategy. I'm going to give a card to each of you. Think about what your strategy means and how it might help you when you have a big feeling. Then, we'll go around and share our strategy and when we might use it."

(Distribute cards. Give 1 minute to think, then facilitate sharing. Encourage discussion on when and why each strategy is useful. Examples: taking deep breaths, counting to ten, talking to a trusted adult, drawing, listening to music.)

Connecting with Friends (5 minutes)

Teacher: "Part of managing our feelings also involves how we interact with others, especially our friends. Sometimes, it can feel a little scary or awkward to start a conversation, even with people we know! But it's a really important skill for making and keeping friends." (Advance to Feelings & Friendships Slide Deck - Slide 5)

Teacher: "Lucas, for example, wants to get better at starting conversations with his friends. It doesn't have to be complicated! A simple 'Hi' or 'How are you doing?' can be a great start. Or, asking a relevant question about something you both like or are doing. Like, 'Hey, did you finish the math homework?' or 'What did you think of the recess game?''

"Let's try some quick role-plays. I'll give you a scenario from our Peer Communication Role-Play Scenarios and I want you to practice how you would initiate a conversation with a peer. Remember, a greeting and a relevant question are good starting points."

(Briefly pair students or use teacher as a partner for quick role-plays. Provide 2-3 simple scenarios. Focus on the initiation of conversation.)

Putting It All Together & Cool-Down (3 minutes)

Teacher: "Wow, you've all done an amazing job today. We've talked about so much!" (Advance to Feelings & Friendships Slide Deck - Slide 6)

Teacher: "Remember, understanding your feelings and what causes them, using your coping superpowers when emotions get big, and practicing how to kindly start conversations are all super important for your well-being and for building great friendships."

"Before we finish, I'd like each of you to silently think of one thing you learned today or one strategy you want to try this week. You don't have to share it out loud, just keep it in your mind. This is your personal goal from our lesson." (Pause for 30 seconds.)

Teacher: "Thank you all again for your thoughtful participation and for being willing to learn and grow together. I'm really proud of the work you've done today. Have a wonderful rest of your day!"

My Feelings & Their Triggers

Name: ________________________
Date: ________________________

Sometimes, things happen that make us feel certain ways. These are called "triggers." When we understand our triggers, we can better understand and manage our feelings.

Instructions: For each feeling listed below, think about a time you felt that way. Then, describe the situation or event that triggered that feeling. If you can think of a different feeling, add it to the blank spaces!

1. Happy

When I feel happy, it's often triggered by:

2. Sad

When I feel sad, it's often triggered by:

3. Mad / Angry

When I feel mad or angry, it's often triggered by:

4. Frustrated

When I feel frustrated, it's often triggered by:

5. Nervous / Anxious

When I feel nervous or anxious, it's often triggered by:

6. Excited

When I feel excited, it's often triggered by:

7. ____________________

When I feel ____________________, it's often triggered by:

8. ____________________

When I feel ____________________, it's often triggered by:

Coping Strategies Activity Cards

Instructions: Cut out each card. During the activity, each student will receive one card and think about how they could use this strategy when they have a big feeling.

Card 1: Take 3 Deep Breaths

• Inhale slowly through your nose, hold for a moment, then exhale slowly through your mouth.

Card 2: Count to 10 (or 20!)

• Slowly count in your head. This gives your brain time to calm down.

Card 3: Talk to a Trusted Adult

• Find a teacher, parent, counselor, or another adult you trust and tell them how you feel.

Card 4: Draw or Doodle

• Grab a paper and pencil and express your feelings through art, or just draw whatever comes to mind.

Card 5: Listen to Calming Music

• Put on some music that makes you feel relaxed or happy.

Card 6: Go for a Walk/Move Your Body

• If you can, take a quick walk or do some stretches. Movement can help release tension.

Card 7: Drink a Glass of Water

• Slowly sipping water can help calm your body and give you a moment to pause.

Card 8: Write in a Journal

• Write down your feelings, thoughts, or what triggered your emotion. No one else has to read it!

Card 9: Do a Favorite Hobby

• Engage in something you enjoy, like reading, building, or playing a game.

Card 10: Squeeze a Stress Ball

• Physical release can help manage strong emotions like anger or frustration.

Peer Communication Role-Play Scenarios

Instructions: These scenarios will be used for quick role-playing. Students will practice initiating a conversation with a peer using a greeting and a relevant question.

Scenario 1: Seeing a Friend in the Hallway

Situation: You see a friend you haven't talked to much today in the hallway before class starts. You want to say hello and ask about their weekend.

How would you start the conversation?

Scenario 2: During Recess

Situation: You are on the playground and see a classmate looking a little bored or standing by themselves. You want to invite them to play a game you're enjoying.

How would you start the conversation?

Scenario 3: After a Class Project

Situation: You just finished a group project with a classmate. You want to tell them you enjoyed working with them and ask what they thought was the most interesting part of the project.

How would you start the conversation?

Scenario 4: About Homework

Situation: You are working on a math problem at your desk and notice a friend at the next table also working on it. You want to ask them about a specific problem you found tricky.

How would you start the conversation?