My Feelings, My Words Script

Warm-Up: Feelings Check-In (5 minutes)

(Display Slide 2: Warm-Up: How are you feeling today? and have Feeling Faces & Need Cards ready for students to use as response cards.)

Teacher: "Hello everyone! Let's start our day with a quick feelings check-in. Look at the slide on the screen, or at your own feeling cards. How are you feeling right now? Point to the picture that shows how you feel. Take your time, there are no wrong answers!"

(Pause and observe students as they point to a feeling. Acknowledge a few students.)

Teacher: "I see some happy faces, some calm faces, and maybe a few 'wobbly' or confused faces. That's perfectly okay! Our feelings can change throughout the day, and it's good to notice them."

Introduction: Why Do Our Feelings Matter? (5 minutes)

(Display Slide 3: Our Feelings Are Clues!)

Teacher: "Today, we're going to talk about something super important: our feelings! Your feelings are like special clues or messages from your body and your brain. They tell you important things. Can you think of a time when your feelings told you something important, maybe when you were doing schoolwork?"

(Pause for student responses, prompting with examples if needed, e.g., "Maybe you felt excited about drawing, or a little confused about a math problem.")

Teacher: "That's right! When we're doing school tasks, our feelings can tell us if we need something. Maybe we need help, or a break, or to try again. Learning to notice our feelings helps us learn better!"

Exploring Feelings & Needs with Visuals (10 minutes)

(Have the Feeling Faces & Need Cards available. Display Slides 4-7 one by one, using the visual cards to reinforce.)

Teacher: "Let's look at some common feelings we might have during school. First, look at this happy face!"

(Display Slide 4: Feeling: Happy! 😊 and show the 'Happy' card.)

Teacher: "When do you feel happy at school? I feel happy when I know what to do, or when I like an activity! When you're happy and ready, maybe you need a new challenge or to help a friend."

(Transition to Confused.)

Teacher: "But what about this face? This is a confused face!"

(Display Slide 5: Feeling: Confused? 🤔 and show the 'Confused' card.)

Teacher: "Have you ever felt confused when you didn't understand directions or a task felt too hard? What do you think you might need if you feel confused?"

(Guide students to identify needs like 'help,' 'directions again,' 'see an example.' Point to the corresponding Need Cards.)

Teacher: "Exactly! When we feel confused, we need help! It's super smart to ask for help."

(Transition to Frustrated.)

Teacher: "Next, we have a frustrated face. Sometimes when things are hard, and we keep trying, we can feel frustrated!"

(Display Slide 6: Feeling: Frustrated! 😠 and show the 'Frustrated' card.)

Teacher: "When do you feel frustrated? Maybe a task is taking too long, or you're making mistakes. What do you need when you feel frustrated?"

(Guide students to identify needs like 'a break,' 'help,' 'to try again.' Point to the Need Cards.)

Teacher: "Yes! Sometimes a break helps, or asking for help. It's okay to feel frustrated, and it's good to know what to do about it."

(Transition to Break and Help as general needs, using Slides 7 & 8)

Teacher: "Sometimes our brains and bodies need a quick rest. That's when we might need a break! A short break can help us feel calm and ready to learn again."

(Show 'Break' Need Card.)

Teacher: "And remember how we talked about needing help? Asking for help is always a good idea. It's how we learn and grow!"

(Show 'Help' Need Card. Display Slide 9: Putting It All Together!)

Teacher: "So, when you know how you feel, you can tell us what you need. Feeling plus Need equals ready to learn! We're going to practice this now."

Activity: My Task Needs (7 minutes)

(Explain the My Task Needs Activity. Distribute individual sets of Feeling Faces & Need Cards or laminated whiteboards.)

Teacher: "Now, imagine we are about to start a tricky math worksheet. How do you think you might feel before we even begin? Look at your feeling cards and show me. "

(Allow students to show their feeling card. Prompt a few to explain, e.g., "Why do you think you might feel confused?")

Teacher: "Okay, now if you feel that way, what is one thing you might need to help you with that math worksheet? Look at your need cards and show me what you need."

(Allow students to show their need card. Discuss a few responses, reinforcing the connection between feelings and needs.)

Teacher: "Great job! Let's try another one. Imagine we are going to read a brand new story together. How might you feel?"

(Repeat the process for another hypothetical task, ensuring students are matching feelings to appropriate needs. Emphasize pointing or non-verbal communication for response.)

Teacher: "You are all doing so well at telling me how you feel and what you need!"

Cool-Down: Feelings and Needs Match (3 minutes)

(Display Slide 10: Cool Down: Feelings and Needs Match. Have students prepare their need cards.)

Teacher: "Alright everyone, for our cool-down, I'm going to say a feeling. When I say the feeling, I want you to quickly find the NEED card that you think best goes with that feeling, and show it to me!"

(Call out feelings one at a time, pausing for students to show their cards and offering prompts as needed.)

• Teacher: "I feel confused! What do I need?" (Pause for responses. "Yes, help is a great thing to need when you're confused!")
• Teacher: "I feel frustrated! What do I need?" (Pause for responses. "A break can really help when you're feeling frustrated!")
• Teacher: "I feel happy! What do I need?" (Pause for responses. "Maybe more fun challenges when you're feeling happy!")
• Teacher: "I feel wobbly/nervous! What do I need?" (Pause for responses. "Sometimes quiet helps when we feel a little nervous.")

Teacher: "Fantastic job today, everyone! You thought about your feelings and you practiced telling us what you need. That's a super important skill to help you learn and grow. Keep practicing noticing those clues your body and brain send you!"

Feeling Faces & Need Cards

(Cut out each card below. Laminate for durability if possible. These are for students to point to or hand to the teacher to communicate feelings and needs.)

Feeling Cards

Card 1: Happy 😊

I feel: Happy

(Image placeholder: A clear, simple smiling face)

Card 2: Calm 😌

I feel: Calm

(Image placeholder: A neutral, peaceful face)

Card 3: Wobbly/Nervous 😬

I feel: Wobbly/Nervous

(Image placeholder: A face with slightly raised eyebrows and a small, hesitant smile)

Card 4: Confused 🤔

I feel: Confused

(Image placeholder: A face with furrowed brow, head slightly tilted)

Card 5: Frustrated 😠

I feel: Frustrated

(Image placeholder: A face with furrowed brow and a slight frown)

Need Cards

Card 6: I Need Help! 👋

I need: Help

(Image placeholder: A hand raised, or a person helping another)

Card 7: I Need a Break! ⏸️

I need: A Break

(Image placeholder: A pause symbol, or a person resting)

Card 8: I Need More Time! ⏳

I need: More Time

(Image placeholder: A clock or an hourglass)

Card 9: I Need Quiet! 🤫

I need: Quiet

(Image placeholder: A finger over lips, or a quiet zone symbol)

Card 10: I Need to Try Again! 💪

I need: To Try Again

(Image placeholder: An arrow forming a circle, or a person trying again)

Feelings Check-In

Instructions for Students:

Look at the Feeling Faces & Need Cards or the slide on the screen. Point to the face that shows how you are feeling right now.

(Teacher will observe and acknowledge student responses. No writing required.)

Discussion Prompts:

• "What made you pick that feeling?"
• "Is it a good feeling or a tricky feeling?"
• "Remember, all feelings are okay to have!"

My Task Needs Activity

Goal: To practice identifying feelings related to school tasks and matching them with appropriate needs.

Materials: Individual sets of Feeling Faces & Need Cards (or laminated response cards/small whiteboards).

Instructions for Students:

Your teacher will describe a school task. Listen carefully! First, think about how you might feel during that task. Then, find the feeling card that matches and show it to your teacher or group. Next, think about what you might need to help you with that feeling and task. Find the need card that matches and show it!

Hypothetical Task Scenarios:

1. Scenario 1: Starting My Work
   Teacher says: "Imagine it's time for morning work, and your paper is blank, but you don't know where to start. How do you think you might feel? Show your feeling card!"
   
   
   
   
   Teacher says: "Now, if you feel that way, what is one thing you might need to help you get started? Show your need card!"
   
   
   
   

2. Scenario 2: My Body Feels Wiggly
   Teacher says: "Now, imagine you've been sitting and working for a long time, and your body feels wiggly and tired of sitting still. How might you feel? Show your feeling card!"
   
   
   
   
   Teacher says: "If you feel that way, what is one thing you might need to help your body feel better and get ready to learn again? Show your need card!"
   
   
   
   

3. Scenario 3: Building is Hard
   Teacher says: "Imagine you are trying to build a tall tower with blocks, but the blocks keep falling down. How might you feel? Show your feeling card!"
   
   
   
   
   Teacher says: "If you feel that way, what is one thing you might need to help you keep building? Show your need card!"
   
   
   
   

Teacher Notes:

• Encourage students to use their visual cards (pointing, holding up). No handwriting is required.
• Prompt students to briefly explain their choices verbally if they are able, e.g., "Why did you choose confused and help?"
• Validate all responses and reinforce the connection between feelings and needs.

Feelings and Needs Match

Instructions for Students:

Your teacher will say a feeling. Quickly find the Need Card that you think best goes with that feeling. Show your card!

(Teacher will observe responses and may ask a few students to share verbally.)

Teacher Prompts:

• "If you feel [Feeling], what is a good thing to need?"
• "How does [Need] help you when you feel [Feeling]?"

Example Feelings to Call Out:

• "I feel confused! What do I need?" (Expected: Help, More Time, To Try Again)
• "I feel frustrated! What do I need?" (Expected: A Break, Help, To Try Again)
• "I feel happy! What do I need?" (Expected: More challenges, to keep going)
• "I feel wobbly/nervous! What do I need?" (Expected: Quiet, Help)