Lesson Plan
Feelings & Thoughts Triangle
Students will be able to identify and connect their thoughts, feelings, and behaviors using the Cognitive Behavioral Triangle framework. They will learn to recognize how each component influences the others.
Understanding the Cognitive Behavioral Triangle helps students gain self-awareness and control over their emotional responses. By seeing the links between thoughts, feelings, and actions, they can learn strategies to manage challenging situations and improve their well-being.
Audience
5th Grade Boys
Time
30 minutes
Approach
Interactive discussion and guided activity.
Materials
Feelings & Thoughts Triangle Slide Deck, and CBT Triangle Worksheet
Prep
Teacher Preparation
15 minutes
- Review the Feelings & Thoughts Triangle Lesson Plan and all generated materials.
- Print copies of the CBT Triangle Worksheet.
- Ensure projector/screen is available for the Feelings & Thoughts Triangle Slide Deck.
Step 1
Warm-Up: How Are You Feeling?
5 minutes
- Begin by asking students to share one word that describes how they are feeling today. No need for explanations, just a word.
- Briefly introduce the idea that our feelings often come from somewhere, like our thoughts or what's happening around us. (See Teacher Script).
Step 2
Introduce the CBT Triangle
10 minutes
- Use the Feelings & Thoughts Triangle Slide Deck to explain the three points of the Cognitive Behavioral Triangle: Thoughts, Feelings, and Behaviors.
- Emphasize that these three things are always connected and influence each other.
- Provide simple, relatable examples. (See Teacher Script).
Step 3
Guided Practice: Scenario Exploration
10 minutes
- Distribute the CBT Triangle Worksheet.
- Present a scenario (e.g., getting a pop quiz, losing a game).
- Guide students through identifying the situation, then brainstorm possible thoughts, feelings, and behaviors related to that situation and those thoughts/feelings.
- Emphasize that there are no 'right' or 'wrong' answers, but rather exploring connections. (See Teacher Script).
Step 4
Wrap-Up: Reflect & Connect
5 minutes
- Ask students to share one new thing they learned or one way they might use the CBT Triangle today or this week.
- Reiterate that noticing our thoughts and feelings can help us choose our behaviors. (See Teacher Script).
Slide Deck
Welcome! How Are You Feeling?
Share ONE word that describes how you're feeling right now!
Welcome students. Start with a quick check-in. Ask each student to say ONE word that describes how they are feeling right now. Don't ask for explanations yet, just the word. Acknowledge their responses. Transition by saying: "Today, we're going to explore where these feelings come from and how they're connected to other things."
The Feelings & Thoughts Triangle
What connects our...
- Thoughts?
- Feelings?
- Behaviors?
It's a powerful triangle!
Introduce the main topic. Explain that we often think about feelings, but they're part of a bigger picture. Introduce the idea of a 'triangle' that connects three important parts of us.
Corner 1: Thoughts
What are Thoughts?
- Words, ideas, and pictures in your head.
- What you say to yourself.
Examples:
- "This is too hard."
- "I'm going to win!"
- "They don't like me."
- "I can do it."
Introduce the first point: Thoughts. Define what a thought is in simple terms. Give a few examples of common thoughts a 5th grader might have. Ask for some examples from the students if they are comfortable.
Corner 2: Feelings
What are Feelings?
- Emotions you experience.
- How your body feels inside.
Examples:
- Happy, Sad, Angry, Excited, Worried, Frustrated, Calm.
(Remember: Feelings are not actions!)
Introduce the second point: Feelings. Define feelings and give examples. Explain the difference between feelings and actions. Ask for examples of different feelings.
Corner 3: Behaviors
What are Behaviors?
- The things you do.
- Your actions.
Examples:
- Running, yelling, hiding, studying, helping, playing a game.
Introduce the third point: Behaviors. Define behaviors as the things we do. Give examples. Emphasize that behaviors are observable actions.
The Connections: How They Link Up!
Thoughts, Feelings, Behaviors are always connected!
- Your Thoughts can change your Feelings.
- Your Feelings can change your Behaviors.
- Your Behaviors can even change your Thoughts and Feelings!
Show how all three are connected. Explain that a change in one often affects the others. Use a simple analogy if helpful (e.g., a chain reaction).
Let's Practice! (CBT Triangle Worksheet)
We'll look at a situation and explore:
- What thoughts might you have?
- What feelings might come up?
- What behaviors might you show?
This slide is for the guided practice activity using the worksheet. Explain that they will work through a scenario. Guide them to fill out the worksheet.
You've Got This!
By understanding the triangle, you can:
- Understand yourself better.
- Make smarter choices about how you react.
- Feel more in control!
Summarize the key takeaway: recognizing these connections helps them understand themselves better. Encourage them to notice their own thoughts and feelings.
Script
Teacher Script: Feelings & Thoughts
Warm-Up: How Are You Feeling? (5 minutes)
(Teacher displays Feelings & Thoughts Triangle Slide Deck - Slide 1)
"Good morning/afternoon, everyone! Thanks for being here today. To get us started, I want to hear how you're feeling. I'm going to go around the room, and I want each of you to tell me one word that describes how you're feeling right now. No need for a long explanation, just one word. Ready?"
(Allow each student to share one word. Acknowledge each response briefly, e.g., "Thanks," "Got it," "Okay.")
"Great. Thanks for sharing. It's interesting how many different feelings we can have, even at the same time, right? Today, we're going to explore where these feelings come from and how they're connected to other things that happen inside us."
Introduce the CBT Triangle (10 minutes)
(Teacher displays Feelings & Thoughts Triangle Slide Deck - Slide 2)
"So, we have lots of feelings, but what causes them? And what do we do when we have those feelings? Today, we're going to look at something called the Feelings & Thoughts Triangle, also known as the Cognitive Behavioral Triangle. It helps us understand how three really important parts of us are always working together: our thoughts, our feelings, and our behaviors."
(Teacher displays Feelings & Thoughts Triangle Slide Deck - Slide 3)
"Let's start with Thoughts. What do you think a thought is?"
(Allow 1-2 student responses.)
"Exactly! Thoughts are like the conversations we have in our heads. They are the words, ideas, and even pictures that pop into your mind. It's what you say to yourself. For example, if you're about to take a test, you might think, 'This is going to be super hard,' or 'I know this stuff!' Those are thoughts."
(Teacher displays Feelings & Thoughts Triangle Slide Deck - Slide 4)
"Next, we have Feelings. We just talked about these! What are some feelings you know?"
(Allow 1-2 student responses.)
"Awesome. Feelings are the emotions you experience, like happy, sad, angry, excited, worried, or frustrated. They are how your body feels inside. It's important to remember that feelings aren't actions. Feeling angry isn't the same as yelling."
(Teacher displays Feelings & Thoughts Triangle Slide Deck - Slide 5)
"Finally, we have Behaviors. What do you think behaviors are?"
(Allow 1-2 student responses.)
"You got it! Behaviors are the things you do. They are your actions. Running, yelling, hiding, studying, helping a friend, playing a game – these are all behaviors. They are observable, meaning others can see them."
(Teacher displays Feelings & Thoughts Triangle Slide Deck - Slide 6)
"Now, here's the really cool part about the triangle: Thoughts, Feelings, and Behaviors are always connected and influence each other! Imagine a triangle where each corner pushes on the others. If your thoughts change, your feelings can change. If your feelings change, your behaviors can change. And even your behaviors can change your thoughts and feelings! It's a constant loop.
For example, if you think 'I'm never going to understand this math problem,' you might feel frustrated, and then your behavior might be to give up or crumple your paper. But what if you think 'I can ask for help on this math problem'? Then you might feel more hopeful, and your behavior might be to raise your hand or ask a classmate."
Guided Practice: Scenario Exploration (10 minutes)
(Teacher displays Feelings & Thoughts Triangle Slide Deck - Slide 7 and distributes the CBT Triangle Worksheet)
"Alright, let's put this triangle into action. I'm going to give you a scenario, and together, we'll use your CBT Triangle Worksheet to explore what might happen. Remember, there are no 'right' or 'wrong' answers here; we're just practicing making connections.
Scenario 1: Imagine you're playing a video game online with your friends, and you suddenly start losing really badly, round after round. Your team is frustrated.
- Situation: Losing a video game badly.
"First, let's think about Thoughts. What kind of thoughts might pop into your head when you're losing a game you really wanted to win? Take a moment to write down 1-2 thoughts on your worksheet."
(Allow students time to write, then ask for a few volunteers to share. Guide them to articulate the thought itself.)
"Great. Now, based on those thoughts, what Feelings might you experience? If you're thinking, 'This is unfair,' or 'I'm terrible at this,' what feelings might come up? Write down 1-2 feelings."
(Allow students time to write, then ask for a few volunteers to share feelings.)
"Okay, so if you're having those thoughts and feelings, what Behaviors might you show? What might you do? Think about how you might act. Write down 1-2 behaviors."
(Allow students time to write, then ask for a few volunteers to share behaviors.)
"See how they all connect? Your thoughts about losing led to certain feelings, which then led to certain behaviors. This triangle helps us see how we respond to things. Sometimes, just changing our thoughts can change the whole triangle!"
Scenario 2: Now let's try another one. Imagine your teacher announces that next week you will have to present a group project in front of the whole class, and you're worried about speaking in front of everyone.
- Situation: Preparing for a group project presentation in front of the class.
"What kind of Thoughts might you have when you hear about this presentation and feel worried? Take a moment to write down 1-2 thoughts on your worksheet."
(Allow students time to write, then ask for a few volunteers to share.)
"And based on those thoughts, what Feelings might you experience? If you're thinking things like 'I'm going to mess up' or 'Everyone will stare at me,' what feelings might come up? Write down 1-2 feelings."
(Allow students time to write, then ask for a few volunteers to share feelings.)
"Finally, what Behaviors might you do if you're having those thoughts and feelings? How might you act in class or at home? Write down 1-2 behaviors."
(Allow students time to write, then ask for a few volunteers to share behaviors.)
"Again, notice how everything connects. Your thoughts about presenting led to certain feelings, which then led to certain behaviors. This is a great tool for understanding how to manage tough situations."
Scenario 3: Let's try one more. Imagine you're in class, and some other kids start bothering you and teasing you about something you really like, maybe a hobby or a favorite show. They're laughing and calling you names.
- Situation: Being teased and bothered by other kids in class.
"What kind of Thoughts might pop into your head when other kids are teasing you? Take a moment to write down 1-2 thoughts on your worksheet."
(Allow students time to write, then ask for a few volunteers to share.)
"Based on those thoughts, what Feelings might you experience? If you're thinking, 'They're being mean' or 'I wish they'd stop,' what feelings might come up? Write down 1-2 feelings."
(Allow students time to write, then ask for a few volunteers to share feelings.)
"And if you have those thoughts and feelings, what Behaviors might you do? How might you act in response to the teasing? Write down 1-2 behaviors."
(Allow students time to write, then ask for a few volunteers to share behaviors.)
"Excellent work connecting everything! This shows us how powerful our thoughts are, and how even in tough situations, understanding our thoughts and feelings can help us choose how we want to behave."
Wrap-Up: Reflect & Connect (5 minutes)
(Teacher displays Feelings & Thoughts Triangle Slide Deck - Slide 8)
"We're almost out of time, but I hope you can see how powerful this Feelings & Thoughts Triangle can be. It helps us understand ourselves and why we react the way we do.
Can anyone share one new thing they learned today, or one way they think they might use this triangle to understand their own thoughts, feelings, or behaviors this week?"
(Allow 2-3 students to share.)
"Excellent! The big idea is that by noticing our thoughts and feelings, we can sometimes choose our behaviors and respond in ways that are more helpful to us. Keep an eye out for your own thoughts, feelings, and behaviors this week! Thank you, everyone."
Worksheet
The Feelings & Thoughts Triangle: My Connections
Name: __________________________
Date: __________________________
This triangle helps us understand how our Thoughts, Feelings, and Behaviors are all connected!
The Triangle
- Thoughts: What you say to yourself in your head. (Words, ideas, pictures)
- Feelings: Your emotions and how your body feels. (Happy, sad, angry, worried, excited)
- Behaviors: The things you do. (Actions you take)
Scenario 1: Losing a Video Game
Situation: You are playing a video game online with your friends, and your team keeps losing badly, round after round. Everyone on your team sounds frustrated.
My Thoughts:
- What thoughts might pop into your head?
My Feelings:
- Based on those thoughts, what feelings might you experience?
My Behaviors:
- If you have those thoughts and feelings, what behaviors might you do?
Scenario 2: Group Project Presentation
Situation: Your teacher announces that next week you will have to present a group project in front of the whole class, and you're worried about speaking in front of everyone.
My Thoughts:
- What thoughts might pop into your head?
My Feelings:
- Based on those thoughts, what feelings might you experience?
My Behaviors:
- If you have those thoughts and feelings, what behaviors might you do?
Scenario 3: Being Teased
Situation: Some kids in class are bothering you and teasing you about something you like. They are laughing and calling you names.
My Thoughts:
- What thoughts might pop into your head?
My Feelings:
- Based on those thoughts, what feelings might you experience?
My Behaviors:
- If you have those thoughts and feelings, what behaviors might you do?