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Feelings in Focus

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Lesson Plan

Feelings in Focus Lesson Plan

Students will identify and articulate their emotions, demonstrate empathy through role-play, and practice coping strategies to enhance emotional literacy and self-regulation.

Building social-emotional skills helps students understand themselves and others, fostering a positive classroom climate, stronger relationships, and lifelong well-being.

Audience

7th Grade

Time

30 minutes

Approach

Interactive discussion and collaborative activities

Materials

Prep

Prepare Materials

10 minutes

Step 1

Emotion Check-In

5 minutes

  • Invite students to choose one word from the Emotion Word Cards that describes how they feel today
  • Ask volunteers to share why they selected that emotion
  • Model by sharing your own chosen card and explaining your feeling to set a safe tone

Step 2

Emotion Identification Activity

10 minutes

  • In groups of 3–4, students draw two different cards from the Emotion Word Cards
  • Using the Emotion Reflection Worksheet, have students write:
    • A situation that might trigger each emotion
    • Physical sensations or thoughts they notice when feeling each emotion
  • Circulate and prompt deeper reflection with follow-up questions

Step 3

Empathy Role-Play

10 minutes

  • Distribute one Empathy Scenario Card to each group
  • Groups assign roles (someone experiencing the scenario, someone responding with empathy)
  • Students role-play the scenario, focusing on recognizing and responding to emotions
  • Observers use the Feelings in Focus Assessment Rubric to note strong empathic responses

Step 4

Coping Strategies Reflection

5 minutes

  • Refer to the Coping Strategies Poster and review each strategy briefly
  • Ask students to choose one strategy they find helpful and write it on their worksheet
  • Close with a quick share: each student names their chosen strategy and when they might use it
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Slide Deck

Feelings in Focus

Objectives:

  • Identify and express emotions
  • Demonstrate empathy
  • Practice coping strategies

Welcome everyone! Today we’re starting our Feelings in Focus lesson. Introduce the objective: identifying emotions, building empathy, and exploring coping strategies. Encourage participation and a safe space for sharing.

Emotion Check-In (5 min)

  1. Choose one word from the Emotion Word Cards that describes how you feel today.
  2. In a quick round, share your chosen word and why you selected it.

Explain the Check-In process. Remind students that there are no right or wrong feelings. Model by picking a card and sharing your emotion and why.

Emotion Identification Activity (10 min)

• In your group, draw two different cards from the Emotion Word Cards.
• On the Emotion Reflection Worksheet:
– Describe a situation that triggers each emotion.
– Note physical sensations or thoughts you have when feeling each emotion.

Divide students into groups of 3–4. Distribute two Emotion Word Cards to each group and hand out worksheets. Circulate to prompt deeper thinking.

Empathy Role-Play (10 min)

• Each group gets an Empathy Scenario Card.
• Assign roles: “person experiencing” and “empathetic responder.”
• Role-play the scenario, focusing on recognizing and responding to feelings.
• Observers record strong empathetic responses on the Feelings in Focus Assessment Rubric.

Give each group an Empathy Scenario Card. Explain roles: one student experiences, one responds. Observers use the rubric to note empathic responses.

Coping Strategies Reflection (5 min)

• Review the Coping Strategies Poster.
• Pick one strategy you find helpful and write it on your worksheet.
• Share with a neighbor: the strategy name and when you might use it.

Refer students to the poster. Model choosing a coping strategy and talk through how you’d use it. Encourage brief sharing.

Wrap-Up & Reflection

• What’s one new thing you learned today?
• How will you use a coping strategy this week?
• Why is empathy important in friendships and school?

Prompt students to reflect on today’s key takeaways. Invite a few volunteers to share. Reinforce the importance of SEL in everyday life.

Thank You!

Remember: Your feelings matter.
Feel free to use the strategies and word cards anytime.

Thank students for their participation and bravery in sharing. Remind them they can revisit the coping strategies poster anytime they need support.

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Activity

Emotion Word Cards

Description:
A colorful, printable set of cards with common emotion words. Students can use these cards to check in, identify feelings, and support classroom discussions about emotions.

Materials Needed:

  • Colorful cardstock or heavy-weight paper
  • Printer
  • Scissors or paper cutter
  • (Optional) Laminator and lamination sheets

Setup Instructions:

  1. Print the cards on cardstock.
  2. Cut along the guidelines to create individual emotion word cards.
  3. (Optional) Laminate cards for durability and reuse.
  4. Keep the cards in a pouch or display them on a bulletin board for easy access.

Cards Included:
Happy | Sad | Angry | Surprised
Scared | Disgusted | Excited | Nervous
Calm | Frustrated | Proud | Embarrassed
Lonely | Worried | Content | Confident
Anxious | Bored | Hopeful | Overwhelmed

Usage Ideas:

  • Morning Check-In: Students choose a card that reflects how they feel at the start of class.
  • Pair Share: In partners, students explain why they chose a particular emotion and a situation that might cause it.
  • Scenario Practice: Combine with Empathy Scenario Cards to discuss how someone in a scenario might feel.
  • Emotional Vocabulary Building: Encourage students to use the exact emotion word in sentences or stories.







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Worksheet

Emotion Reflection Worksheet

Instructions: Choose two emotions from the Emotion Word Cards that you’ve experienced recently. Reflect on each emotion by completing the sections below.

1. Your Emotions

Emotion 1: ________________________







Emotion 2: ________________________






2. Situation That Triggered Each Emotion

  1. Emotion 1: ________________________

    Situation:











  2. Emotion 2: ________________________

    Situation:











3. Physical Sensations

When you felt each emotion, what did you notice in your body?

  1. Emotion 1:











  2. Emotion 2:











4. Thoughts You Had

What thoughts or images went through your mind with each emotion?

  1. Emotion 1:











  2. Emotion 2:











5. Choosing Coping Strategies

Refer to the Coping Strategies Poster. For each emotion, select one strategy and explain how you’d use it.

  1. Emotion 1 – Strategy: ________________________

    How I would use it:











  2. Emotion 2 – Strategy: ________________________

    How I would use it:











6. Personal Reflection

Which coping strategy do you think will help you the most and why?



























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Activity

Empathy Scenario Cards

Description:
A printable set of scenario cards depicting situations that evoke a range of emotions. Students will practice stepping into another’s shoes by role-playing empathetic responses.

Materials Needed:

  • Printer and cardstock
  • Scissors
  • Pouch or binder to organize cards

Setup Instructions:

  1. Print and cut the scenario cards on cardstock.
  2. Shuffle and place face down in a pouch or box.
  3. In groups, students will draw one card to role-play.

Scenario Cards

  1. Sara’s Science Fair
    Sara worked hard on her science fair project but received second place instead of first. She seems disappointed and quiet.

  2. Malik’s Lost Dog
    Malik’s dog ran away last night. He’s looking worried and sad during class.

  3. Mia Feels Excluded
    During recess, a group started a game but didn’t invite Mia. She’s standing alone watching others play.

  4. Carlos’ Nervous Tryouts
    Today are the basketball team tryouts. Carlos is pacing nervously and saying he might not make the team.

  5. Aisha’s Overwhelmed Assignment
    Aisha has three major assignments due this week and feels overwhelmed. She looks stressed with her books open.

  6. Leo’s Family Move
    Leo’s family is moving to a new town next month. He is excited but also anxious about leaving friends.

  7. Emma’s Forgotten Homework
    Emma realized she left her homework at home. She’s embarrassed and anxious that the teacher will notice.

  8. Sophia’s Friendship Fight
    Sophia had an argument with her best friend and feels hurt and angry.

Usage in Class

  • Divide students into groups of 3–4.
  • One student reads the scenario as the “experiencer,” another responds with empathetic support, and others observe.
  • Observers use the Feelings in Focus Assessment Rubric to note effective empathic responses.
  • Rotate roles so each student practices both experiencing and responding.
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Reading

Coping Strategies Poster

When strong feelings arise, choose one of these strategies to help you feel calm and in control.

1. Deep Breathing

• Close your eyes.
• Inhale slowly through your nose for 4 seconds.
• Hold your breath for 2 seconds.
• Exhale through your mouth for 6 seconds.

2. Mindful Moment

Notice and name:

  • 5 things you see
  • 4 things you can touch
  • 3 things you hear
  • 2 things you smell
  • 1 thing you taste

3. Positive Self-Talk

Repeat phrases like:

  • “I can handle this.”
  • “I am calm.”
  • “I am strong and capable.”

4. Physical Movement

Choose one:

  • Stretch your arms above your head
  • Roll your shoulders
  • Jump in place
  • Take a quick walk around the room

5. Quick Journaling

Write 1–2 sentences about:

  • What you’re feeling
  • Why you think you feel this way
  • One small step you can take right now

6. Talk It Out

Share with:

  • A trusted friend
  • A family member
  • A teacher or counselor

7. Visualization

Close your eyes and imagine a peaceful scene, such as:

  • A quiet beach at sunset
  • A green forest with birds singing
  • A cozy room with soft light

8. Counting Backwards

Count slowly from 10 down to 1, focusing on each number.

Tip: Post this where you can see it easily. Try different strategies and pick the one that works best for you!

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Rubric

Feelings in Focus Assessment Rubric

Use this rubric to observe and give feedback during the Empathy Role-Play and Reflection activities. Circle or note the level for each student in your small group.

Criteria4 – Advanced3 – Proficient2 – Developing1 – Beginning
1. Recognizing & Naming Emotions• Accurately names specific emotions for self & others
• Uses rich vocabulary (e.g., “overwhelmed,” “frustrated”)
• Connects emotion to context clearly		• Correctly names basic emotions (e.g., happy, sad)
• Generally connects feelings to situations		• Names emotions with some errors
• Makes limited or vague connections to situations		• Struggles to name emotions
• No clear link to situations
2. Reflective Detail• Describes triggers, physical sensations, and thoughts with depth
• Offers multiple, well-explained examples		• Describes at least one trigger, sensation, or thought clearly
• Provides example tied to personal experience		• Offers minimal detail (one vague example)
• Limited self-awareness		• Provides no or inaccurate details
• Little evidence of reflection
3. Empathetic Response• Listens actively (eye contact, nods)
• Paraphrases or validates peer’s feelings
• Asks thoughtful follow-up questions		• Recognizes peer’s emotion verbally (“I can see you’re upset”)
• Offers a comfort phrase or supportive gesture		• Acknowledges peer’s feeling (“I’m sorry”) without elaboration
• Nonverbal cues may be inconsistent		• Ignores or dismisses peer’s feelings
• No supportive language or behavior
4. Coping Strategy Application• Selects an appropriate strategy from the poster
• Explains clearly how and when they will use it
• Links strategy to specific emotion		• Chooses a relevant strategy
• Explains in general terms how it helps		• Chooses a strategy but explanation is unclear or incomplete• Cannot identify a strategy
• No plan for application

Scoring Guide:

  • 4 – Advanced: Exceeds expectations, shows deep understanding and skill
  • 3 – Proficient: Meets expectations, clear and accurate
  • 2 – Developing: Partial understanding, needs support
  • 1 – Beginning: Minimal or no evidence of skill

Link to this rubric whenever you observe or debrief: Feelings in Focus Assessment Rubric

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