Emotion & Grief Reflection Worksheet

1. Identifying Emotions

Draw a face that shows how you feel today. What emotion is it? (Happy, Sad, Mad, or something else?)

What color would you use to show this emotion? Why did you choose that color?

2. Remembering a Time You Felt Sad

Think of a time when you felt sad. Draw or write a few words about what happened.

How did you feel during that time? (Try to use one or two words, like "lonely" or "blue")

3. Sharing Happy Moments

Draw a picture or write a sentence about something that makes you happy.

Who or what helps make you feel better when you're sad?

4. How Do You Express Your Emotions?

List or draw ways you can show your feelings (e.g., talking to a friend, drawing, taking deep breaths).

Remember, all emotions are okay and it’s important to share how you feel!

Expressive Art Activity

Objective

Allow the student to creatively express their emotions and experiences with grief. This activity encourages non-verbal communication through art, providing a supportive outlet for processing feelings.

Materials Needed

• Paper or canvas
• Crayons, markers, or colored pencils
• Optional: Collage materials (old magazines, fabric pieces, stickers)

Instructions

1. Introduction:
   

   • Explain to the student that art is a way to show our feelings without words. Tell them it’s okay if the picture doesn’t look ‘perfect’ – it’s all about expressing how they feel.
     
     
     

2. Art Creation:
   

   • Invite the student to start by drawing or creating a collage that represents how they feel right now or a time they felt sad or overwhelmed.
     
   • Encourage them to use colors that match their emotions. Ask guiding questions like, "What colors show how you are feeling?" or "Can you tell me about your picture?"
     
     
     
     

3. Sharing and Discussion:
   

   • After the artwork is complete, ask the student to share their piece if they are comfortable doing so.
     
   • Facilitate a gentle discussion with questions such as "What part of your art is the most important to you?" or "How do you feel when you look at your art?"
     
     
     
     

4. Reflection:
   

   • Conclude the activity by reinforcing that all feelings are normal and art is a wonderful way to communicate them. Validate any emotions shared and offer reassurance that expressing feelings is a healthy practice.
     
     
     
     

Follow-up Points

• If the student is hesitant to share, encourage them by emphasizing that sharing is optional and that their art is a personal expression just for them.
• Consider displaying the artwork in a class art board or a safe space to celebrate their expressive efforts.
• If needed, integrate similar art projects in following sessions to continue fostering creative emotional expression.

Emotion Charades

Overview

Emotion Charades is a fun, interactive game designed to help 2nd-grade students recognize, express, and understand different emotions. Through acting out feelings, students can reinforce their emotional vocabulary and social skills in an engaging and playful way.

Objective

• Improve recognition of different emotions.
• Enhance expressive skills through non-verbal communication.
• Foster a supportive environment for discussing feelings.

Materials Needed

• Emotion cards (with pictures or words describing various emotions such as happy, sad, angry, surprised, and calm)
• Space for movement
• A timer or stopwatch (optional)

How to Play

1. Preparation:
   

   • Create or print emotion cards. Each card should have a clearly labeled emotion along with an expressive image if possible.
   • Spend a few minutes reviewing the emotion cards with the student, discussing what each emotion feels like.

2. Game Rules:
   

   • The student will choose or be assigned an emotion card. Without speaking, they will act out the emotion depicted on the card.
   • The teacher (or another participant) will guess the emotion. Alternatively, the student can guess their own emotion by watching peers if played in a group.
   • Discuss why the chosen actions represent that emotion.
     
     
     

3. Variations:
   

   • Time Challenge: Use a timer to challenge the student to act out the emotion within a set time limit (e.g., 30 seconds).
   • Emotion Mix-Up: Combine two emotion cards and have the student act out a blend of both feelings. Discuss how emotions can sometimes be complex.
   • Reflection Round: After the act, ask the student how they felt acting and if they have ever felt that way before.

Follow-Up Points

• Encourage the student to share personal experiences tied to the emotion portrayed, if comfortable.
• Provide positive reinforcement and validate all attempts at expressing emotions, emphasizing that there are no right or wrong ways to express how we feel.
• Adapt the game for individual or small group settings to ensure everyone feels comfortable participating.

Have fun and let your emotions shine through!

Mindful Breathing Exercise

Objective

Teach the student a simple breathing technique to help calm down when emotions feel overwhelming. This activity supports self-regulation, helping the student to refocus and feel more in control.

Materials Needed

• A quiet, comfortable space
• A small bell or timer (optional, for timing breaths)

Instructions

1. Introduction:
   

   • Explain that deep breathing can help our body and mind feel better when we're upset or overwhelmed. Keep the explanation simple and engaging for a 2nd-grade audience.
   • Demonstrate that by placing a hand on your tummy, you can feel your breath go in and out. For example, say, "Let's see our tummy rise as we breathe in, and fall as we breathe out."
     
     
     

2. Guided Practice:
   

   • Invite the student to sit comfortably and place one hand on their tummy.
   • Guide them through the following steps:
     • Breathe in slowly through your nose for 3 counts (imagine filling a big balloon in your tummy).
       
     • Hold your breath for 1 count.
       
     • Slowly breathe out through your mouth for 4 counts (think of gently blowing out a candle).
       
   • Repeat these steps for about 3-5 minutes.
     
     
     
     

3. Variations and Engagement:
   

   • Introduce a fun element by asking: "Can you pretend to blow up a balloon with your breath?"
   • If available, use a small bell or timer to ring gently to signal the start or end of a breathing session.
     
     
     
     

4. Reflection:
   

   • After completing the exercise, ask the student how they feel. Did the exercise help make them feel calmer?
   • Encourage the student to practice this exercise whenever they feel overwhelmed or need help calming down.
     
     
     
     

Follow-Up Points

• Reinforce that it's normal to feel lots of emotions and that breathing can help during both happy and challenging moments.
• Consider incorporating this exercise into the beginning or end of future lessons to help set a calm tone.
• Provide occasional reminders about mindful breathing during the week to build this healthy habit.

Feelings Journal

Objective

Provide the student with a personal space to regularly express their emotions and reflect on their daily experiences. This activity fosters self-awareness, emotional growth, and confidence in expressing feelings.

Materials Needed

• A notebook or journal
• Pencils or crayons
• Stickers (optional, for decoration)

Instructions

1. Introduction:
   

   • Explain to the student that the journal is a special book just for them to write or draw about their feelings. Tell them it’s a safe space where they can be honest and creative about what they’re experiencing.
     
     
     

2. Guided Journal Entry:
   

   • Ask the student to think about how they felt during the day. They can choose to draw, write, or both.
   • Start with a simple prompt such as: "Today, I felt ____ because _____." For younger students, you might simplify to: "How did you feel today? Draw a picture or write a little about it."
     
     
     
     

3. Decorative Time:
   

   • Allow the student to decorate their journal page with stickers, drawings, or color borders. This makes the journal feel personal and fun.
     
     
     

4. Regular Practice:
   

   • Encourage the student to make a journal entry daily or a few times a week. They can reflect on both good and challenging moments.
     
     
     
     

Reflection and Sharing

• After a few sessions, invite the student to share a page from their journal if they feel comfortable doing so.
• Discuss the qualities that make their journal special and how expressing emotions can help them feel better.
• Validate their feelings and reinforce that every emotion is a part of being human.
  
  
  
  

Follow-Up Points

• Consider reviewing the journal periodically to observe growth and any recurring themes or emotions.
• Encourage the use of the journal as a tool to help manage emotions, particularly during challenging times.
• Customize prompts based on the student’s experiences to deepen reflection and emotional understanding.