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Growing Through Change

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Lesson Plan

Session 1: Feeling Faces

By the end of this session, the student will identify and label at least four basic emotions using face cards and express one personal feeling through drawing for self-awareness.

Recognizing and naming emotions is crucial for young learners to develop emotional literacy and start building healthy coping strategies during a difficult family transition.

Audience

1st Grade

Time

15 minutes

Approach

Use visual matching and creative drawing to link feelings with personal experience.

Materials

Prep

Review and Prepare Materials

5 minutes

Step 1

Warm-Up Connection

3 minutes

  • Greet the student and briefly check in: “How are you today?”
  • Explain that today we will explore different feelings and learn to talk about them.

Step 2

Explore Feeling Faces

4 minutes

  • Spread out the Feeling Faces Card Set on the table.
  • Ask the student to pick a card, name the emotion (happy, sad, angry, surprised) and mimic the face.
  • Confirm the label and discuss a quick example: “When might you feel this way?”.

Step 3

Draw Your Feeling

5 minutes

  • Hand the student the Emotion Drawing Worksheet.
  • Prompt them to choose one feeling card they relate to right now.
  • Encourage them to draw a picture showing a time they felt that way, using crayons and pencils.

Step 4

Reflect and Share

3 minutes

  • Use the Emotion Reflection Prompts to guide questions:
    • “What did you draw?”
    • “When do you feel this emotion?”
    • “What helps you when you feel this way?”
  • Praise the student for sharing and summarize the emotion vocabulary learned.
lenny

Slide Deck

Session 1: Feeling Faces

Today we will:
• Learn to identify and name different feelings using Feeling Faces cards
• Draw a time you felt one of these emotions
• Reflect on what helps when we feel that way

Welcome the student warmly. Explain that this session will focus on recognizing and naming feelings using fun cards, drawing a feeling, and sharing thoughts. Keep tone supportive and encouraging.

Warm-Up Connection

  1. Greet the student: “Hi! How are you today?”
  2. Explain that you’ll explore different feelings together and learn to talk about them.

Begin by greeting the student by name and asking how they’re feeling right now. Use this check-in as a model for sharing feelings.

Explore Feeling Faces

  1. Lay out the Feeling Faces Card Set.
  2. Ask the student to pick a card, name the emotion (happy, sad, angry, surprised), and mimic the face.
  3. Ask “When might you feel this way?” and discuss briefly.

Spread out the Feeling Faces cards so the student can see them clearly. Encourage them to pick any card and model the face yourself first if needed.

Draw Your Feeling

  1. Hand over the Emotion Drawing Worksheet.
  2. Have the student pick one feeling card they relate to right now.
  3. Ask them to draw a picture of a time they felt that way.

Give the student space and time to draw. Offer praise for effort, not neatness. Focus on the feeling they choose.

Reflect and Share

Use the Emotion Reflection Prompts to ask:
• “What did you draw?”
• “When do you feel this emotion?”
• “What helps you when you feel this way?”

Use the prompts to guide a gentle conversation. Validate the student’s experience and praise their sharing.

Session Wrap-Up

Great job today! Remember our feelings words:
• Happy
• Sad
• Angry
• Surprised
See you next time to learn more ways to understand and share our feelings.

Summarize and reinforce the emotion words introduced today. Let the student know you’re proud of their participation and looking forward to next time.

lenny

Worksheet

Emotion Drawing Worksheet

  1. Choose one feeling card from the Feeling Faces Card Set that shows how you feel right now.
  2. Draw a picture of a time you felt this emotion:




















  1. What is the name of the emotion you drew?



  1. Complete the sentence: "I felt _______________ because _______________."






lenny
lenny

Activity

Feeling Faces Card Set

Print this page on cardstock and cut along the dashed lines to create four emotion cards.

Happy 😊
---Cut Here---

Sad 😢
---Cut Here---

Angry 😠
---Cut Here---

Surprised 😮

lenny
lenny

Discussion

Emotion Reflection Prompts

Use these simple questions to help us talk about your drawing:

  • What did you draw?
  • When do you feel this emotion?
  • Who is with you when you feel this way?
  • What helps you feel better when you have this emotion?
  • Is there a time recently you felt this way? What happened?
lenny
lenny

Lesson Plan

Session 2: Calming Strategies

Student will learn and practice two simple self-soothing techniques—deep breathing and using a calm-down jar—and choose a preferred strategy for managing big feelings.

Teaching calming strategies equips the student with tools to regulate stress and anxiety, builds resilience during family changes, and promotes independent emotional self-regulation.

Audience

1st Grade

Time

15 minutes

Approach

Hands-on modeling and guided practice

Materials

Prep

Review and Set Up Materials

5 minutes

Step 1

Warm-Up Check-In

2 minutes

  • Greet the student and ask, “How are you feeling today?”
  • Briefly remind them we practiced naming feelings last time.
  • Introduce today’s goal: learning ways to help calm down when upset.

Step 2

Teach Deep Breathing

4 minutes

  • Show the Deep Breathing Visual Card.
  • Explain “Star Breaths”: trace your fingers along a star outline, breathing in on the upstroke and out on the downstroke.
  • Model three breaths together, guiding the student slowly.

Step 3

Explore Calm-Down Jar

5 minutes

  • Share the Calm-Down Jar Guide and explain its purpose.
  • Shake a glitter jar demo and watch the particles settle, describing how our thoughts can settle too.
  • Let the student shake the jar and observe quietly until the glitter rests.

Step 4

Choose and Practice

3 minutes

  • Lay out the Calming Strategy Choice Cards.
  • Ask the student to pick the strategy they liked best (breathing or jar).
  • Guide them through a quick practice of their chosen method.

Step 5

Reflect and Wrap-Up

1 minute

  • Ask: “Which calming strategy felt most helpful to you?”
  • Encourage the student to use that strategy next time they feel upset.
  • Praise their effort and remind them they can choose whichever works for them.
lenny

Lesson Plan

Session 4: My Helping Hand Heroes

Student will identify at least two trusted adults they can talk to when experiencing big feelings or triggers, and practice a simple way to ask for help.

Knowing who to turn to for support builds a child's support system and empowers them to seek help, which is crucial during a difficult family transition.

Audience

1st Grade

Time

15 minutes

Approach

Discussion, drawing, and role-playing

Materials

Prep

Prepare Materials

5 minutes

Step 1

Warm-Up Check-In

2 minutes

  • Greet the student and ask, “How are you feeling today?”
  • Briefly review the calming strategies and spotting triggers from previous sessions.
  • Introduce today’s goal: identifying people who can help when big feelings come up.

Step 2

Introduce Helping Hand Heroes

4 minutes

  • Explain that everyone needs help sometimes, and it's brave to ask for it.
  • Ask the student to think of 2-3 trusted adults they feel safe talking to (e.g., parent, grandparent, teacher, counselor).
  • Write their names or draw simple representations on a whiteboard if available, or just discuss them.

Step 3

Draw Your Helping Hand Heroes

5 minutes

  • Give the student the Helping Hand Heroes Worksheet.
  • Encourage them to draw their trusted adults and a way they might ask for help from them.
  • Provide pencils and crayons.

Step 4

Practice Asking for Help

3 minutes

  • Use the Asking for Help Script Cards to role-play simple phrases like “I need help,” “I feel sad,” or “Can we talk?”
  • Practice with one or two scenarios related to their triggers or big feelings.

Step 5

Reflect and Wrap-Up

1 minute

  • Use the Helping Hand Reflection Prompts to ask:
    • “Who are your helping hand heroes?”
    • “What makes them good people to ask for help?”
    • “How will you ask for help next time?”
  • Praise the student for identifying their heroes and practicing asking for help.
lenny

Slide Deck

Session 4: My Helping Hand Heroes

Today we will:
• Identify trusted adults who can help
• Draw your helping hand heroes
• Practice asking for help when you need it

Welcome the student warmly. Briefly recap previous sessions and introduce the theme of finding helpers.

Warm-Up Check-In

  1. Greet the student: “Hi! How are you feeling today?”
  2. Remind them of calming strategies and spotting triggers.
  3. Introduce today’s goal: finding people who can help when feelings get big.

Greet the student and connect to previous learning about feelings and triggers.

Introduce Helping Hand Heroes

  1. Everyone needs help sometimes! It's brave to ask.
  2. Who are 2-3 trusted adults you can talk to? (e.g., Mom, Dad, Grandma, Teacher, School Counselor)

Emphasize that asking for help is a sign of strength. Encourage the student to think of a variety of people.

Draw Your Helping Hand Heroes

  1. Use the Helping Hand Heroes Worksheet.
  2. Draw your trusted adults and show how you might ask them for help.

Provide ample time for drawing and encourage creativity. Focus on the feeling of safety with these adults.

Practice Asking for Help

  1. Use the Asking for Help Script Cards.
  2. Let's practice saying things like:
    • “I need help.”
    • “I feel sad.”
    • “Can we talk?”

Make the role-play light and encouraging. Model appropriate phrases first if needed.

Reflect and Wrap-Up

Use the Helping Hand Reflection Prompts to ask:
• “Who are your helping hand heroes?”
• “What makes them good people to ask for help?”
• “How will you ask for help next time?”

Use the prompts to solidify learning and empower the student. Praise their participation.

Session Wrap-Up

Great job today! Remember:
• It's okay to have big feelings.
• You have people who care and want to help you.
• You can use your words to ask for help!
See you next time!

End on a positive and empowering note, reinforcing their ability to seek support.

lenny

Worksheet

My Helping Hand Heroes

It's great to know who can help you when you have big feelings!

  1. Who are your Helping Hand Heroes? Think of 2-3 trusted adults you can talk to. Draw them in the hands below!

Hand 1:







Hand 2:







Hand 3:







  1. What can you say or do to ask for help from your heroes? Write or draw one way below.












lenny
lenny

Activity

Asking for Help Script Cards

Print this page on cardstock and cut along the dashed lines to create helpful cards for practicing how to ask for help.

---Cut Here---

Card 1: I Need Help!

Sometimes all you need to say is, "I need help." It's a brave and clear way to let someone know you're having a big feeling or facing a tough problem.

---Cut Here---

Card 2: I Feel ______

Fill in the blank with your feeling: "I feel sad." "I feel angry." "I feel worried." Using your feeling words helps others understand you.

---Cut Here---

Card 3: Can We Talk?

When you need to share something important, you can ask, "Can we talk?" This shows you want to have a conversation with your helping hand hero.

---Cut Here---

Card 4: I Need a Hug

Sometimes a hug can help a lot! If you need comfort, you can ask for one: "I need a hug."

---Cut Here---

lenny
lenny

Discussion

Helping Hand Reflection Prompts

Use these questions to help us talk about your Helping Hand Heroes and how they can support you:

  • Who are your helping hand heroes? Why are they good people to ask for help?
  • What kind of help can they give you when you have big feelings?
  • When would you ask for help from one of your heroes? Give an example.
  • How does it feel to know you have people who want to help you?
  • What are some different ways you can ask for help? (e.g., using words, drawing a picture, showing a feeling card)
lenny
lenny

Slide Deck

Session 2: Calming Strategies

Today we will:
• Learn two ways to calm down—deep breathing and using a calm-down jar
• Practice each technique together
• Choose your favorite to help when you feel upset

Welcome the student warmly. Introduce that today we will learn new ways to help calm down when we have big feelings.

Warm-Up Check-In

  1. Greet the student: “Hi! How are you feeling today?”
  2. Remind them we practiced naming feelings last time.
  3. Explain today’s goal: learning ways to calm down when upset.

Use a friendly tone. Validate how the student feels and connect to last session’s work.

Teach Deep Breathing

  1. Show the Deep Breathing Visual Card.
  2. Explain “Star Breaths”: trace along a star outline, breathing in on the upstroke and out on the downstroke.
  3. Practice three “Star Breaths” together.

Model the breathing slowly. Encourage the student to follow your finger. Offer positive reinforcement.

Explore Calm-Down Jar

  1. Show the Calm-Down Jar Guide.
  2. Demonstrate by shaking a glitter jar and watching the glitter settle.
  3. Let the student shake the jar and observe until the glitter rests.

Explain how our thoughts can settle like the glitter. Keep language simple and clear.

Choose and Practice

  1. Lay out the Calming Strategy Choice Cards.
  2. Ask the student to pick which strategy they like best: breathing or jar.
  3. Guide them through a quick practice of their chosen method.

Encourage the student to choose based on what felt calming. Reinforce that they can use either strategy anytime.

Reflect and Wrap-Up

  1. Ask: “Which calming strategy did you like most?”
  2. Encourage them to use that strategy next time they feel upset.
  3. Praise their effort and remind them that both methods are tools they can choose.

Validate the student’s choice and praise their effort. Keep the tone supportive.

Session Wrap-Up

Great job today! Remember:
• You can calm down by doing star breaths
• You can calm down by watching your glitter jar
See you next time for more ways to understand and manage your feelings.

Summarize key strategies. Express excitement for the next session.

lenny

Activity

Deep Breathing Visual Card

Use this card to practice “Star Breaths.” Trace the star with your finger and follow the breathing prompts.

 *
* *
  • *
    * *
    *
  1. Start at the top point of the star.
  2. Breathe in slowly as you trace down one side to the bottom point.
  3. Breathe out slowly as you trace up the next side back to the top.
  4. Move to the next side: breathe in down, breathe out up.
  5. Continue around the star until you’ve traced all five sides—completing five calming breaths.

Practice this whenever you need to feel calm and centered.

lenny
lenny

Discussion

Calm-Down Jar Guide

What You Need:

  • Clear jar or plastic bottle with a tight-fitting lid
  • Water
  • Clear glue or a little cooking oil (to make the glitter settle more slowly)
  • Food coloring (pick a favorite color)
  • Loose glitter (any colors you like)

How to Make Your Calm-Down Jar:

  1. Fill the jar about three-quarters full with water.
  2. Add a squeeze of clear glue or a small splash of cooking oil.
  3. Put in a drop or two of food coloring and stir.
  4. Sprinkle in a handful of glitter.
  5. Secure the lid tightly and shake gently to mix everything.

How to Use Your Calm-Down Jar:

  1. Shake the jar so the glitter swirls all around.
  2. Hold the jar up and take 3–5 slow, deep breaths as you watch.
  3. Notice how the glitter glitters and then drifts slowly to the bottom—just like big feelings that can settle over time.
  4. Once the glitter has settled, take one more deep breath.
  5. If you still feel upset, shake again and repeat.

Keep your calm-down jar handy for any time you feel angry, worried, or overwhelmed. Watching the glitter settle can help your mind and body feel calm again.

lenny
lenny

Activity

Calming Strategy Choice Cards

Print this page on cardstock and cut along the dashed lines to create two helpful strategy cards. Let the student pick the one they like and keep it handy!

---Cut Here---

Star Breaths 🌟

  • Trace the star with your finger.
  • Breathe in slowly as you trace down each side.
  • Breathe out slowly as you trace up the next side.
  • Complete five breaths to feel calm and centered.

---Cut Here---

Glitter Jar ✨

  • Shake your calm-down jar gently.
  • Hold it close and watch the glitter swirl.
  • Take three slow, deep breaths as you watch.
  • Notice how the glitter settles—just like big feelings.

---Cut Here---

lenny
lenny

Lesson Plan

Session 3: Spotting Triggers

Student will identify at least three situations or events that trigger big feelings and express one personal trigger through discussion and drawing.

Spotting triggers helps the student recognize what events spark strong emotions, empowering them to prepare and use coping strategies proactively.

Audience

1st Grade

Time

15 minutes

Approach

Discussion and drawing reflection

Materials

Prep

Prepare Materials

5 minutes

Step 1

Warm-Up Check-In

3 minutes

  • Greet the student and ask, “How are you feeling today?”
  • Remind them of the calming strategies they practiced last time.
  • Introduce today’s goal: noticing what situations make our feelings big.

Step 2

Introduce Trigger Cards

4 minutes

  • Spread out the Trigger Spotting Card Set on the table.
  • Ask the student to pick a card, name what is happening in the picture, and say if it would make them feel big feelings (happy, sad, angry, surprised).
  • Confirm the trigger and briefly discuss why that situation might spark a strong emotion.

Step 3

Draw Your Trigger

5 minutes

  • Give the student the Trigger Drawing Worksheet.
  • Ask them to choose one situation that feels like a personal trigger.
  • Encourage them to draw that event and add details to show how it makes them feel.

Step 4

Reflect and Share

3 minutes

  • Use the Trigger Reflection Prompts to guide questions:
    • “What did you draw?”
    • “When does this happen?”
    • “How do you feel when this occurs?”
    • “What helps you when this happens?”
  • Praise the student for noticing their trigger and sharing.
lenny

Activity

Trigger Spotting Card Set

Print this page on cardstock and cut along the dashed lines to create six trigger cards. Use these cards to talk about situations that might spark big feelings.

---Cut Here---

Parents Arguing 😠😢

A picture shows two stick-figure parents with angry faces and raised voices.
Would this make you feel big feelings?

---Cut Here---

Moving Boxes 📦🏠

Boxes and suitcases packed in a hallway with a “Goodbye” sign.
Could this situation make you feel strong emotions?

---Cut Here---

Bedtime Alone 🛏️🌙

A child in bed with the light off and no one else in the room.
Is this something that might trigger big feelings?

---Cut Here---

Leaving to School/Grandma’s 🚗👋

A car pulling away from a waving parent.
Do you think leaving someone could make you feel upset or worried?

---Cut Here---

New House/Room 🏡🚪

An empty room with new furniture and unfamiliar walls.
Could being in a new place make you feel nervous or sad?

---Cut Here---

Empty Playground 🏀🚷

A swing set and slide with no friends playing.
Would seeing no one there make you feel lonely or unhappy?

---Cut Here---

lenny
lenny

Worksheet

Trigger Drawing Worksheet

  1. Think of a situation that makes you feel a big feeling. Describe what was happening:







  1. Draw a picture of this situation below. Show who was there and what happened:















  1. What is the name of the situation you drew?






  1. How did you feel when this happened? (happy, sad, angry, surprised)






  1. What can help you next time this happens? Use ideas from the Trigger Reflection Prompts.






lenny
lenny

Discussion

Trigger Reflection Prompts

Use these questions to help us talk about your drawing and what happens when your triggers come up:

  • What did you draw?
  • When does this situation usually happen?
  • Who is there or who is involved when this happens?
  • How do you feel when this happens? (happy, sad, angry, surprised)
  • What do you do now when this happens? Does anything help?
  • What could you try next time to feel better or stay calm?
lenny
lenny