Traffic Light Feelings Role-Play

Description: Students practice recognizing, naming, and regulating emotions by acting out brief scenarios and identifying whether they’d be feeling green (calm), yellow (uneasy), or red (angry/upset).

Materials:

• Printed scenario cards (see list below) on index cards or paper
• Colored paper or sticky notes in green, yellow, and red (one of each per pair)

Scenario Cards (cut into individual cards):

1. “Your teacher praises your drawing.” (Green)
2. “You realize you forgot your homework at home.” (Yellow)
3. “A classmate accidentally spills water on your project.” (Yellow)
4. “You get into an argument with a friend.” (Red)
5. “You win a prize in the spelling bee.” (Green)
6. “You trip and fall in front of everyone.” (Yellow)
7. “Someone teases you during recess.” (Red)
8. “You find out you’re on the soccer team.” (Green)

Instructions (8 minutes):

1. Explain the Traffic Light System (1 min)
   • Green = feeling calm or happy
   • Yellow = feeling uneasy or frustrated
   • Red = feeling angry or very upset
2. Pair Up & Distribute Materials (1 min)
   • Give each pair one set of colored papers (green, yellow, red).
   • Have pairs draw one scenario card from a shuffled stack.
3. Role-Play & Identify (4 min)
   • Pairs take 1 minute to act out their scenario.
   • After the role-play, partners discuss:
     • Which traffic light color best matches their feelings?
     • What physical or emotional clues led them to choose that color?
   • Students hold up the colored paper matching their chosen emotion.
4. Group Reflection (2 min)
   • Invite 2–3 pairs to perform their role-plays for the group.
   • Ask the whole group:
     • “What strategies could we use if we were feeling yellow or red?”
     • “Which calm-down technique from our toolbox would help?”
   • Encourage quick responses and connect back to deep breathing, counting, or self-talk.

My Calm Toolbox Worksheet

Use this worksheet to create your own Calm Toolbox. Draw, write, and plan how you will stay calm when you feel upset or overwhelmed.

1. My Calm-Down ToolsFor each tool below, write the name of the strategy, explain how it helps you feel calm, and draw a quick picture of yourself using it.Tool #1:
   Name: ____________________________________________
   How it helps me:
   
   
   
   
   
   
   
   
   
   
   
   
   Tool #2:
   Name: ____________________________________________
   How it helps me:
   
   
   
   
   
   
   
   
   
   
   
   
   Tool #3:
   Name: ____________________________________________
   How it helps me:
   
   
   
   
   
   
   
   
   
   
   
   
2. My Positive Self-Talk PhraseWrite one kind and encouraging phrase you can say to yourself when you’re feeling upset:
   
   
   
   
   
   
   
   
   
   
   
   
3. When Will I Use My Toolbox?Describe a situation at school when you might feel yellow or red (uneasy or upset). Then, choose one tool from above and explain why you would use it in that moment.
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
4. My Calm-Down Goal This WeekWhich one strategy will you practice first?
   __ Deep Breathing __ Counting to Five __ Positive Self-Talk
   Why did you choose this strategy?
   
   
   
   
   
   
   
   
   
   
   
   

Remember to keep this worksheet in your desk or binder. When you feel upset, open your Calm Toolbox and pick a tool to help you stay in control and feel calm!

Facilitator Dialogue Guide

This script provides exactly what to say during each part of the workshop. Use links to refer to slides, activities, and worksheets.

1) Warm-Up Discussion (5 minutes)

Teacher: "Good afternoon, friends! Welcome to our small-group workshop called ‘How Can We Stay Calm?’ I’m so glad you’re here. Today we’re going to learn some easy ways to help our minds and bodies feel calm, even when we’re upset or super excited."

Teacher: "Let’s think for a moment: Can anyone tell me about a time at school when you felt so upset—or maybe so excited—that it was hard to stay in control?"

• (Pause and look around.)
• "Jamie, you raised your hand—what happened?"
• (After each student shares briefly) "Thank you for sharing! That must have felt tough."
• "Who else? Maybe something that happened in class or at recess?"

Teacher: "Awesome memories, thank you. It’s normal to feel strong emotions. Today, we’ll learn three simple strategies to keep us calm and in control."

2) Introduction to Calm-Down Strategies (7 minutes)

Teacher: "Let’s look at the first three slides in our Self-Regulation Slides."

Slide 1: How Can We Stay Calm?
Teacher: "This slide shows our goal: We will learn three strategies to stay calm when we feel upset or overwhelmed. Ready? Let’s go!"

Slide 2: Strategy 1 – Deep Breathing
Teacher: "Deep breathing is like magic for our brains! Place one hand on your belly and one on your chest. Breathe in through your nose for four counts… 1…2…3…4… hold for one count… and blow out through your mouth for four counts."

Teacher: "Let’s try it together. Ready? In…2…3…4… hold… blow…2…3…4. Great job!"

Teacher: "When do you think you could use deep breathing?"
• (If no one answers, prompt:) "What about if you’re about to take a big test?"

Slide 3: Strategy 2 – Counting to Five
Teacher: "Next, counting to five gives your brain a quick pause. When you feel your heart racing, count quietly: 1…2…3…4…5."

Teacher: "Let’s count together out loud: one…two…three…four…five!"
Teacher: "How might counting to five help you when you’re upset in class?"
• (Follow-up:) "Could you use it if you’re frustrated with a friend?"

Slide 4: Strategy 3 – Positive Self-Talk
Teacher: "Finally, positive self-talk means saying kind words to yourself, like ‘I’m in control of my feelings’ or ‘I can do this.’"

Teacher: "Turn and tell your partner one nice phrase you could say when you’re upset."
• (After 30 seconds) "Who can share their phrase with the group?"
Teacher: "I love that!"

3) Traffic Light Feelings Role-Play (8 minutes)

Teacher: "We’re going to practice noticing our feelings with our Traffic Light Feelings Role-Play. Remember: Green means calm, yellow means uneasy, and red means angry or upset."

Teacher: "First, turn to your partner and I’ll give you each a set of red, yellow, and green papers, plus a scenario card. Read it together, act it out, then decide: green, yellow, or red? Hold up the color you choose."

• (Circulate, say:) "What clues in your body or face told you that you felt yellow?"
• (If a pair struggles:) "Could deep breathing help if you felt red in that moment?"

Teacher: "Let’s bring everyone back together. Who wants to perform their role-play and show which color they chose?"
• (After each pair) "Great! Which calming strategy might help if you were in a red feeling?"

4) My Calm Toolbox Activity (7 minutes)

Teacher: "Now it’s time to build your own calm-down plan with My Calm Toolbox."

Teacher: "On your worksheet, draw or write three tools: one breathing tool, one counting tool, and one self-talk tool. Then write your special positive phrase and a time you’ll use your toolbox."

Teacher: "I’ll give you 5 minutes. Be creative with colors and pictures!"
• (Walk around.) "Nice drawing! How will you use this tool if you feel yellow?"

Teacher: "One minute left—wrap up your toolbox!"

Teacher: "Who would like to share one tool from their box?"
• (3 volunteers) "Thank you! I love how you thought of that."

5) Reflection & Cool-Down (3 minutes)

Teacher: "We’re almost done. Let’s share: Which strategy will you practice first this week? Raise your hand."

Teacher: (After each share) "Thank you!"

Teacher: "Finally, let’s do one more group deep breathing: in…2…3…4… hold… blow…2…3…4."

Teacher: "Great work today! Remember to keep your Calm Toolbox nearby. When you feel uneasy or upset, pick a tool and stay in control. See you next time!"

End of Script