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Mindful Connections

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Lesson Plan

Mindful Connections: Session 1

Students will expand their emotional vocabulary by identifying and articulating feelings through interactive activities and establish a safe group climate via an icebreaker and collaboratively created agreements.

Building a rich emotional vocabulary helps students recognize and communicate their feelings, fostering empathy, self-awareness, and stronger peer connections. Co-creating group agreements sets clear norms for respect and trust.

Audience

9th Grade

Time

30 minutes

Approach

Hands-on, discussion-based exercises with peer collaboration

Materials

Prep

Teacher Preparation

10 minutes

Step 1

Icebreaker: Two Truths and a Feeling

5 minutes

  • Invite each student to share two true personal statements and one statement describing a feeling (one is false).
  • Peers guess which feeling-statement is false, prompting discussion on why certain emotions fit or don’t fit.
  • Debrief: highlight how we interpret emotional cues and the importance of clear emotional expression.

Step 2

Establishing Group Agreements

5 minutes

  • Explain that a safe space requires shared norms. Ask students to suggest 2–3 guidelines (e.g., confidentiality, active listening).
  • Record suggestions on the Group Agreement Poster.
  • Confirm consensus by having all students agree verbally or with a thumbs-up.

Step 3

Introducing Emotional Vocabulary

5 minutes

  • Show several Feelings Vocabulary Cards, covering core emotions (joy, sadness, anger, fear, surprise, disgust).
  • For each card, ask: “When might someone feel this? How would you recognize this in yourself or others?”
  • Encourage students to add real-world examples.

Step 4

Vocabulary Card Matching Activity

10 minutes

  • Pair up students and give each pair a shuffled deck of Feelings Vocabulary Cards.
  • Read aloud five brief scenarios (e.g., “Someone’s best friend moves away”); pairs select the card that best matches the emotion.
  • After each scenario, pairs share their card choice and reasoning with the group, prompting brief discussion.

Step 5

Reflection & Closing

5 minutes

  • Distribute the Personal Reflection Worksheet.
  • Students complete: “Which two emotions from today resonated most with you and why?”
  • Collect worksheets or have students hold onto them for Session 2.
  • Preview next session’s focus on reading emotional cues in others.
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Slide Deck

Mindful Connections: Session 1

Building Emotional Vocabulary and Group Agreements

Welcome everyone to the first session of Mindful Connections. Introduce yourself and explain the program’s purpose: developing emotional awareness and healthy peer interactions over five 30-minute sessions.

Session Agenda

• Icebreaker: Two Truths and a Feeling
• Establish Group Agreements
• Introduce Emotional Vocabulary
• Vocabulary Card Matching Activity
• Reflection & Closing

Walk students through today’s flow so they know what to expect and stay on track.

Learning Objectives

• Identify and articulate a wider range of feelings
• Co-create a safe, respectful group climate

Read aloud each objective and link it to why it matters for them as peers and individuals.

Icebreaker: Two Truths and a Feeling

  1. Each student shares two true personal statements and one feeling-statement (false).
  2. Peers guess which feeling-statement is false and discuss why.
  3. Debrief: Highlight interpreting emotional cues and clear expression.

Explain rules: one person speaks at a time, listen actively, no judgment. Model the first example.

Establishing Group Agreements

• Why agreements? Creates trust and respect
• Suggest 2–3 guidelines (e.g., confidentiality, listening)
• Record on Group Agreement Poster
• Confirm consensus

Invite students to call out 2–3 guidelines (e.g., confidentiality, respect, active listening). Write them on the poster and get thumbs-up agreement.

Introducing Emotional Vocabulary

Core Emotions:
• Joy
• Sadness
• Anger
• Fear
• Surprise
• Disgust

Display the core emotion words. For each, ask: When might you feel this? How can you tell in yourself or others? Solicit real examples.

Feelings Vocabulary Cards

Use the Feelings Vocabulary Cards to explore emotions:
• Read the word aloud
• Discuss the definition
• Share a personal example

Show the physical deck of Feeling Vocabulary Cards. Explain that each card names an emotion and includes a brief definition.

Vocabulary Card Matching Activity

  1. Pair up and get a shuffled deck of Feelings Vocabulary Cards.
  2. I’ll read 5 scenarios (e.g., “Someone’s best friend moves away”).
  3. Select and explain your emotion card choice.
  4. Share with the whole group.

Divide students into pairs. Read one scenario at a time, give them 30 seconds to pick a card, then have each pair share.

Reflection & Closing

Complete the Personal Reflection Worksheet:
“Which two emotions from today resonated most with you and why?”
Keep worksheets for Session 2.

Distribute worksheets. Give 3–4 minutes to write quietly. Circulate to read and support individual reflections.

Next Session Preview

In Session 2, we’ll learn to read emotional cues in others and practice empathy-building activities.

Briefly describe next session’s focus on reading others’ emotional cues and practicing empathy. Encourage enthusiasm.

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Activity

Feelings Vocabulary Cards

Use these printable cards to explore core emotions. Each card includes the emotion name, a brief definition, and a personal reflection prompt.

Emotion: Joy
Definition: A feeling of great pleasure and happiness.
Prompt: Think of a time you felt pure happiness. What was happening? How did your body react?




Emotion: Sadness
Definition: A feeling of sorrow or unhappiness.
Prompt: Recall a moment you felt sad. What thoughts were going through your mind?




Emotion: Anger
Definition: A strong feeling of displeasure or hostility.
Prompt: Describe a situation that made you angry. How did you manage or express that anger?




Emotion: Fear
Definition: An unpleasant emotion caused by the threat of danger or harm.
Prompt: Think of something that scared you recently. What signs (physical or mental) showed up when you were afraid?




Emotion: Surprise
Definition: A feeling caused by something unexpected.
Prompt: Describe the last time you were surprised. Was it positive or negative? How did you respond?




Emotion: Disgust
Definition: A strong feeling of aversion or repulsion.
Prompt: Recall something that disgusted you (a smell, taste, or sight). How did you cope with that feeling?




(For printing: cut along the lines. Use during matching activities, role-plays, or reflection discussions.)

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Activity

Personal Reflection Worksheet

Please take a few minutes to think back on today’s activities and answer the prompts below. Be as honest and specific as you can.

Name: _______________________ Date: _______________

1. Which two emotions from today resonated most with you, and why?
Think about moments during the session when you felt a strong connection to a particular feeling.







2. How might recognizing and naming these emotions help you in your daily interactions with friends, family, or classmates?
Consider how being aware of your feelings can improve communication, empathy, and relationships.












3. (Optional) Is there an emotion you found difficult to connect with today? If so, which one, and what made it challenging?
Reflect on any emotions that felt unfamiliar or hard to identify.







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Lesson Plan

Mindful Connections: Session 2

Students will practice reading and interpreting emotional cues through observation and role-play to strengthen empathy and supportive responses.

Learning to accurately identify others’ emotions and respond with empathy deepens social connections, reduces misunderstandings, and builds a positive group climate.

Audience

9th Grade

Time

30 minutes

Approach

Photo analysis and peer role-play

Materials

Prep

Teacher Preparation

10 minutes

Step 1

Warm-Up: Emotions Charades

7 minutes

  • Display one Emotion Cues Photo Card at a time.
  • Students take turns mimicking the facial expression/body language without words.
  • Peers guess the emotion and identify the visual cues they noticed.
  • Repeat for 4–5 cards.

Step 2

Discussion: Identifying Cues

5 minutes

  • Ask: “What specific facial expressions, gestures, or posture gave it away?”
  • Record key cues on the whiteboard.
  • Highlight how small changes (eye contact, shoulders) can signal different feelings.

Step 3

Empathy Role-Play

10 minutes

  • Pair students and assign each pair a scenario from the Empathy Role-Play Scripts.
  • One student acts as the speaker (sharing an emotional experience) and the other practices empathetic responses using learned cues.
  • After 3 minutes, partners switch roles.
  • Circulate to support language and nonverbal mirroring.

Step 4

Reflection & Group Debrief

8 minutes

  • Bring everyone back together.
  • On the Group Reflection Poster, ask students to write or draw:
    • One nonverbal cue they’ll pay more attention to.
    • One empathetic phrase or gesture they found helpful.
  • Invite volunteers to share insights.
  • Preview Session 3 on active listening and conversation skills.
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Lesson Plan

Mindful Connections: Session 3

Students will strengthen active listening and conversational skills by practicing attentive behaviors and structured partner interviews.

Active listening enhances understanding, builds trust, and improves peer relationships. Structured conversations help students apply listening skills in real interactions.

Audience

9th Grade

Time

30 minutes

Approach

Cue-card practice and partner interviews

Materials

Prep

Teacher Preparation

10 minutes

Step 1

Quick Check-In

3 minutes

  • Ask each student to share one word describing how they feel today.
  • Reinforce group agreements and listening norms.

Step 2

Mini-Lesson: Active Listening Skills

5 minutes

  • Introduce key behaviors: eye contact, nodding, paraphrasing, asking follow-up questions.
  • Model each behavior with a volunteer.
  • Ask: “Why might these behaviors help someone feel heard?” Record responses on the whiteboard.

Step 3

Cue-Card Practice

10 minutes

  • Distribute Active Listening Cue Cards to pairs.
  • One student speaks for one minute on a topic of their choice; partner uses cue cards to prompt listening behaviors.
  • After one minute, switch roles and use different cards.
  • Circulate to provide feedback on attentive behaviors.

Step 4

Partner Interview Activity

7 minutes

  • Give each pair Partner Interview Questions.
  • Student A asks questions while Student B practices active listening.
  • After 4 minutes, switch roles with a new set of questions.
  • Encourage use of paraphrasing and follow-up prompts.

Step 5

Reflection & Debrief

5 minutes

  • Distribute Listening Reflection Sheet.
  • Students write one strength they noticed in their listening and one area to improve.
  • Invite volunteers to share insights and set a personal listening goal.
  • Preview Session 4’s focus on managing emotions during conflict.
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Lesson Plan

Mindful Connections: Session 4

Students will learn and apply healthy strategies to manage strong emotions during peer conflicts, practicing de-escalation and constructive communication.

Equipping students with emotion-regulation tools reduces conflict escalation, supports positive peer interactions, and builds resilience in challenging situations.

Audience

9th Grade

Time

30 minutes

Approach

Role-play with strategy cards

Materials

Prep

Teacher Preparation

10 minutes

Step 1

Quick Warm-Up

3 minutes

  • Ask students to share one recent minor conflict they observed or experienced.
  • Record 2–3 examples on the whiteboard without names.

Step 2

Introduce Coping Strategies

7 minutes

  • Present three emotion-regulation techniques: deep breathing, positive self-talk, and asking for a time-out.
  • Model each technique briefly and invite a volunteer to practice deep breathing together.
  • List strategies on the whiteboard for reference.

Step 3

Scenario Role-Plays

15 minutes

  • Pair students and give each pair a Conflict Scenario Card and a deck of Coping Strategy Cards.
  • One student reads the scenario (e.g., disagreement over group work) and enacts an initial emotional reaction; partner selects and applies a strategy card to de-escalate.
  • After 4 minutes, partners swap roles and draw a new scenario and strategy.
  • Circulate to coach use of calm tone, “I” statements, and chosen strategies.

Step 4

Reflection & Debrief

5 minutes

  • Distribute the Conflict Reflection Worksheet.
  • Students write: Which strategy felt most effective and why? How could you use it outside class?
  • Invite 2–3 volunteers to share their reflections.
  • Preview final session’s focus on integrating skills and planning personal coping.
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Lesson Plan

Mindful Connections: Session 5

Students will integrate and apply their emotional awareness, empathy, active listening, and coping strategies by reflecting on past sessions and creating a personalized action plan for healthy peer interactions.

Consolidating skills and committing to concrete actions empowers students to use social-emotional tools in real-life situations, reinforces group support, and boosts confidence in managing emotions and relationships.

Audience

9th Grade

Time

30 minutes

Approach

Guided reflection and action planning

Materials

Prep

Teacher Preparation

10 minutes

Step 1

Quick Re-Engagement

5 minutes

  • Ask each student to share one insight or skill they’ve found most useful so far.
  • Remind the group of our agreements: active listening, respect, confidentiality.

Step 2

Skills Review

5 minutes

  • Present the Mindful Connections Skills Summary Poster highlighting:
    • Emotional Vocabulary
    • Reading Cues & Empathy
    • Active Listening
    • Coping Strategies
  • Invite brief examples of how each skill has helped in daily life.

Step 3

Group Reflection & Commitment

8 minutes

  • Distribute sticky notes or have students write on the Group Commitment Chart:
    1. One skill they feel confident using.
    2. One specific action they commit to practicing weekly.
  • Students post or attach notes to the chart.
  • Invite 2–3 volunteers to explain their commitments.

Step 4

Personal Action Plan Development

8 minutes

  • Hand out the Personal Coping Action Plan Worksheet.
  • Students complete sections:
    • Identify a common emotional trigger.
    • List 2–3 strategies (from Sessions 1–4) to use when triggered.
    • Set a goal for checking in with a friend or peer-support partner.
  • Circulate to support and encourage specificity.

Step 5

Closing & Celebration

4 minutes

  • Invite
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