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My Feelings, My Words

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Lesson Plan

Expressing Feelings Session 1

By the end of this 40-minute session, the student will accurately identify and label at least five feelings using picture cards with 80% accuracy.

Recognizing and naming emotions is a foundational skill for self-awareness and self-regulation, especially for students with FASD. This lesson builds the student’s emotional vocabulary and confidence in expressing feelings.

Audience

2nd Grade Individual Student

Time

40 minutes

Approach

Multimodal visual and verbal practice

Materials

Prep

Prepare Materials

10 minutes

Step 1

Warm-Up and Engagement

5 minutes

  • Greet the student and introduce today’s goal: naming feelings
  • Display Emotion Icons Chart and point to 2–3 common feelings
  • Ask student to mimic the facial expressions
  • Provide immediate praise and a token for participation

Step 2

Picture Card Emotion Identification

20 minutes

  • Present one Emotion Picture Card at a time
  • Ask: “What feeling is this?” Offer up to two verbal choices if needed
  • Chunk instructions: label each card before moving on
  • Reinforce correct labels with a token on the Reward Token Board
  • If incorrect, model the correct word, have student repeat, then continue
  • Aim to identify at least five different emotions
  • Offer a brief break or stretch after three cards if attention wanes

Step 3

Worksheet Completion

10 minutes

  • Hand out the Feelings Labeling Worksheet
  • Instruct student to draw a line matching each picture to its label
  • Use Emotion Icons Chart as a reference
  • Work in small batches (two items at a time) to maintain focus
  • Provide verbal praise and tokens for each correct match

Step 4

Wrap-Up and Review

5 minutes

  • Revisit the five feelings identified using the picture cards
  • Ask student to choose one feeling and describe a time they felt it
  • Offer positive reinforcement and a final token for effort
  • Preview next session: expressing and vocalizing these feelings
lenny

Slide Deck

Expressing Feelings Session 1

• Audience: 7-year-old 2nd grader with FASD
• Time: 40 minutes
• Tier: Tier 3 (Individual Lesson)

Welcome! Today’s focus is on helping the student name feelings. Use a calm, encouraging tone. Prompt engagement and award a token for participation.

Objective

By the end of this session, the student will accurately identify and label at least five feelings using picture cards with 80% accuracy.

Read the objective aloud. Emphasize that naming feelings helps us understand ourselves better.

Why This Matters

• Builds emotional vocabulary
• Boosts self-awareness
• Supports self-regulation and communication skills

Explain why learning to name feelings is important for self-regulation and communication. Relate to student’s IEP goals.

Materials

Show each material briefly. Lay out cards and charts where the student can easily see them.

1. Warm-Up & Engagement (5 min)

• Display Emotion Icons Chart
• Point to 2-3 common feelings (“happy,” “sad,” “surprised”)
• Ask student to mimic the facial expressions
• Award a token for trying

Warm-up steps:

  1. Greet the student warmly and introduce today’s goal.
  2. Display icons and ask student to point and mimic.
  3. Give immediate praise and a token.

2. Picture Card Identification (20 min)

• Present one Emotion Picture Card at a time
• Ask “What feeling is this?”
• Offer up to two verbal choices if needed
• Reinforce correct answers with a token
• Model and repeat if incorrect
• Aim for at least five emotions

Use chunking: one card at a time. Offer two choices if the student is unsure. Pause after three to offer a stretch break if needed.

3. Worksheet Matching (10 min)

• Distribute Feelings Labeling Worksheet
• Match each picture to its label by drawing a line
• Work in small batches (2 per set)
• Reference the icons chart as needed
• Give tokens for each correct match

Hand out the worksheet. Guide the student through two matches at a time. Use the icons chart as reference. Provide praise and tokens.

4. Wrap-Up & Review (5 min)

• Revisit the five identified feelings
• Ask: “Tell me about a time you felt one of these.”
• Provide positive reinforcement and final token
• Preview Session 2: expressing and saying how we feel

Review the five feelings. Prompt reflection: ask for a personal example. Celebrate effort and preview next session on expressing and vocalizing feelings.

lenny

Worksheet

Feelings Labeling Worksheet

Instructions: Draw a line connecting each picture on the left to the correct feeling word on the right.

  1. [Picture: Happy face]  A. angry
  2. [Picture: Sad face]  B. excited
  3. [Picture: Angry face]  C. happy
  4. [Picture: Surprised face]  D. scared
  5. [Picture: Scared face]  E. surprised
  6. [Picture: Excited face]  F. sad












lenny
lenny

Lesson Plan

Expressing Feelings Session 2

By the end of this 40-minute session, the student will verbally express and label at least four feelings in complete sentences using a personalized feelings chart with 80% accuracy.

Practicing verbal expression of emotions builds self-advocacy, communication, and self-regulation skills, supporting the student’s IEP social-emotional goals.

Audience

2nd Grade Individual Student

Time

40 minutes

Approach

Guided role-play and multimodal reflection

Materials

Prep

Prepare Materials

10 minutes

Step 1

Warm-Up Review

5 minutes

  • Greet the student and revisit three feelings from Session 1 using Emotion Icons Chart
  • Ask the student to point to and name each feeling
  • Offer praise and award a token for participation

Step 2

Introduce Personalized Feelings Chart

10 minutes

  • Display the blank Personalized Feelings Chart
  • Explain its use: student adds icons or words under each feeling
  • Model: “I feel happy when I play outside.”
  • Prompt the student to choose two feelings and complete the sentence using the chart (provide sentence stems)
  • Reinforce effort with tokens and verbal praise

Step 3

Role-Play Scenarios

15 minutes

  • Present one Feelings Scenario Card at a time
  • Read the scenario and ask: “How would you feel?”
  • Student selects a feeling from the chart and states: “I feel ___ when ___.”
  • Offer visual cues and stems as needed
  • Provide tokens and praise for each clear sentence
  • Complete at least three scenarios

Step 4

Journal Reflection

8 minutes

  • Hand out the Feelings Journal Worksheet
  • Ask the student to draw or write about one scenario and describe their feeling: “I felt ___ because ___.”
  • Encourage use of complete sentences and refer to the chart
  • Support with prompts and award tokens for sharing

Step 5

Wrap-Up & Goal Setting

2 minutes

  • Review the feelings and sentences practiced today
  • Ask the student to choose one feeling they want to express more confidently
  • Set a simple “I will say ___ when I feel ___” goal for the week
  • Celebrate progress with a final token
lenny

Slide Deck

Expressing Feelings Session 2

• Audience: 7-year-old 2nd grader with FASD
• Time: 40 minutes
• Tier: Tier 3 (Individual Lesson)

Welcome back! Today we build on naming feelings by practicing saying how we feel. Use an encouraging tone and award a token for engagement.

Objective

By the end of this session, the student will verbally express and label at least four feelings in complete sentences using a personalized feelings chart with 80% accuracy.

Read the objective out loud. Emphasize that speaking in full sentences helps others understand our feelings.

Why This Matters

• Strengthens communication skills
• Enhances self-advocacy
• Supports self-regulation and social-emotional growth

Explain why expressing feelings with words builds confidence and self-advocacy on the child’s IEP goals.

Materials

Show each material and explain how it will support today’s activities.

1. Warm-Up Review (5 min)

• Display Emotion Icons Chart
• Ask student to point and name 3 feelings
• Offer praise and tokens for participation

Quick review: point to icons and ask the student to name three feelings from Session 1. Give tokens for correct answers.

2. Introducing Personalized Feelings Chart (10 min)

• Show blank Personalized Feelings Chart
• Explain: “I feel ___ when ___.”
• Model example: “I feel happy when I play outside.”
• Prompt student to complete 2 sentences
• Reinforce with tokens and praise

Introduce the chart: model sentences and guide the student to fill in two feelings with sentence stems.

3. Role-Play Scenarios (15 min)

• Present one Feelings Scenario Card at a time
• Read scenario and ask: “How would you feel?”
• Student selects a feeling and states: “I feel ___ when ___.”
• Provide visual cues and stems as needed
• Award tokens for clear sentences
• Complete at least 3 scenarios

Use simple scenarios. Read each card, ask “How would you feel?” and help the student form a sentence.

4. Journal Reflection (8 min)

• Hand out Feelings Journal Worksheet
• Ask student to draw or write: “I felt ___ because ___.”
• Use sentence stems and chart as reference
• Offer prompts and tokens for sharing

Support drawing or writing a reflection. Encourage complete sentences and refer back to the chart.

5. Wrap-Up & Goal Setting (2 min)

• Review feelings and sentences practiced
• Ask: “Which feeling will you say more confidently?”
• Create goal: “I will say ___ when I feel ___.”
• Celebrate with a final token

Review today’s practice and help the student set a simple verbal goal for the week.

lenny

Lesson Plan

Session 1 Lesson Plan

By the end of this 40-minute session, the student will accurately identify and label at least five feelings using picture cards with 80% accuracy.

Recognizing and naming emotions is a foundational skill for self-awareness and self-regulation, supporting the student’s IEP goals by building emotional vocabulary and communication.

Audience

7-year-old 2nd grader with FASD

Time

40 minutes

Approach

Multimodal visual and verbal practice

Materials

Prep

Prepare Materials

10 minutes

Step 1

Warm-Up and Engagement

5 minutes

  • Greet the student and state today’s goal: naming feelings
  • Display Emotion Icons Chart and point to 2–3 common feelings
  • Ask the student to mimic each facial expression
  • Provide immediate praise and a token for participation

Step 2

Picture Card Emotion Identification

20 minutes

  • Present one Emotion Picture Card at a time to avoid overload
  • Ask: “What feeling is this?” and offer up to two verbal choices if needed
  • Chunk instructions: label each card before moving to the next
  • Reinforce correct labels with a token on the Reward Token Board
  • If incorrect, model the correct word, have the student repeat, then continue
  • Offer a brief stretch or movement break after three cards to maintain focus
  • Aim to identify at least five different emotions

Step 3

Worksheet Completion

10 minutes

  • Hand out the Feelings Labeling Worksheet
  • Instruct the student to draw a line matching each picture to its correct label
  • Work in small batches (two items at a time) per IEP attention scaffold
  • Use Emotion Icons Chart as a reference
  • Provide verbal praise and tokens for each correct match

Step 4

Wrap-Up and Review

5 minutes

  • Revisit the five feelings identified using the picture cards
  • Ask the student to choose one feeling and describe a time they felt it
  • Offer positive reinforcement and award a final token for effort
  • Preview next session’s focus: expressing and vocalizing these feelings
lenny

Slide Deck

Expressing Feelings Session 1

• Audience: 7-year-old 2nd grader with FASD
• Time: 40 minutes
• Tier: Tier 3 (Individual Lesson)

Welcome! Today’s focus is on helping the student name feelings. Use a calm, encouraging tone. Prompt engagement and award a token for participation.

Objective

By the end of this session, the student will accurately identify and label at least five feelings using picture cards with 80% accuracy.

Read the objective aloud. Emphasize that naming feelings helps us understand ourselves better.

Why This Matters

• Builds emotional vocabulary
• Boosts self-awareness
• Supports self-regulation and communication skills

Explain why learning to name feelings is important for self-regulation and communication. Relate to the student’s IEP goals.

Materials

Show each material briefly. Lay out cards and charts where the student can easily see them.

1. Warm-Up & Engagement (5 min)

• Display Emotion Icons Chart
• Point to 2–3 feelings (e.g., happy, sad, surprised)
• Ask student to mimic each facial expression
• Award a token for trying

Warm-up steps:

  1. Greet the student warmly and introduce today’s goal.
  2. Display icons and ask student to point and mimic.
  3. Give immediate praise and a token.

2. Picture Card Identification (20 min)

• Present one Emotion Picture Card at a time
• Ask “What feeling is this?”
• Offer up to two choices if needed
• Give a token for correct labels
• Model and repeat if incorrect
• Aim for at least five emotions

Use chunking: show one card at a time. Offer verbal choices if the student is unsure. Pause after three cards for a quick stretch break if needed.

3. Worksheet Matching (10 min)

• Hand out Feelings Labeling Worksheet
• Match each picture to its label by drawing lines
• Work in small batches (2 per set)
• Reference the icons chart as needed
• Give tokens for correct matches

Guide the student through two matches at a time. Use the icons chart as a reference. Provide praise and tokens.

4. Wrap-Up & Review (5 min)

• Revisit the five identified feelings
• Ask student to share a time they felt one of them
• Praise effort and award final token
• Preview next session: expressing and vocalizing feelings

Review the five feelings. Prompt a personal example. Celebrate effort and describe what will come next.

lenny

Lesson Plan

Session 2 Lesson Plan

By the end of this 40-minute session, the student will verbally express and label at least four feelings in complete sentences using a personalized feelings chart with 80% accuracy.

Practicing verbal expression of emotions builds communication, self-advocacy, and self-regulation skills, supporting the student’s IEP social-emotional goals.

Audience

7-year-old 2nd grader with FASD

Time

40 minutes

Approach

Guided role-play and multimodal reflection

Materials

Prep

Prepare Materials

10 minutes

Step 1

Warm-Up Review

5 minutes

  • Greet the student and revisit three feelings from Session 1 using Emotion Icons Chart
  • Ask the student to point to and name each feeling
  • Offer praise and award a token for participation

Step 2

Introduce Personalized Feelings Chart

10 minutes

  • Display the blank Personalized Feelings Chart
  • Explain its purpose: adding icons or words under each feeling
  • Model: “I feel happy when I play outside.”
  • Prompt the student to complete two sentences with sentence stems
  • Reinforce effort with tokens and verbal praise

Step 3

Role-Play Scenarios

15 minutes

  • Present one Feelings Scenario Card at a time
  • Read the scenario and ask: “How would you feel?”
  • Student selects a feeling from the chart and states: “I feel ___ when ___.”
  • Offer visual cues and sentence stems as needed
  • Provide tokens and praise for each clear sentence
  • Complete at least three scenarios

Step 4

Journal Reflection

8 minutes

  • Hand out the Feelings Journal Worksheet
  • Ask the student to draw or write about one scenario using: “I felt ___ because ___.”
  • Encourage complete sentences and refer to the chart
  • Provide prompts as needed and award tokens for sharing

Step 5

Wrap-Up & Goal Setting

2 minutes

  • Review the feelings and sentences practiced today
  • Ask the student to choose one feeling they want to express more confidently
  • Set a weekly goal: “I will say ___ when I feel ___.”
  • Celebrate progress with a final token
lenny

Slide Deck

Expressing Feelings Session 2

• Audience: 7-year-old 2nd grader with FASD
• Time: 40 minutes
• Tier: Tier 3 (Individual Lesson)

Welcome back! Today we build on naming feelings by practicing saying how we feel. Use an encouraging tone and award a token for engagement.

Objective

By the end of this session, the student will verbally express and label at least four feelings in complete sentences using a personalized feelings chart with 80% accuracy.

Read the objective out loud. Emphasize that speaking in full sentences helps others understand our feelings.

Why This Matters

• Strengthens communication skills
• Enhances self-advocacy
• Supports self-regulation and social-emotional growth

Explain why expressing feelings in words builds confidence, self-advocacy, and supports social-emotional growth.

Materials

Show each material and explain how it supports today’s activities.

1. Warm-Up Review (5 min)

• Display Emotion Icons Chart
• Ask student to point to and name 3 feelings
• Offer praise and award tokens for participation

Quick review: point to icons and ask the student to name three feelings from Session 1. Give tokens for correct answers.

2. Introducing Personalized Feelings Chart (10 min)

• Show blank Personalized Feelings Chart
• Explain: “I feel ___ when ___.”
• Model example: “I feel happy when I play outside.”
• Prompt student to complete 2 sentences with stems
• Reinforce with tokens and praise

Introduce the chart: model sentences and guide the student to fill in two feelings with sentence stems.

3. Role-Play Scenarios (15 min)

• Present one Feelings Scenario Card at a time
• Read scenario and ask: “How would you feel?”
• Student states: “I feel ___ when ___.”
• Offer visual cues and stems as needed
• Award tokens for clear sentences
• Complete at least 3 scenarios

Use simple scenarios. Read each card, ask “How would you feel?” and help the student form a sentence. Provide scaffolding as needed.

4. Journal Reflection (8 min)

• Hand out Feelings Journal Worksheet
• Ask student to draw or write: “I felt ___ because ___.”
• Use sentence stems and chart as reference
• Offer prompts and tokens for sharing

Support drawing or writing a reflection. Encourage complete sentences and refer back to the chart.

5. Wrap-Up & Goal Setting (2 min)

• Review feelings and sentences practiced
• Ask: “Which feeling will you say more confidently?”
• Set goal: “I will say ___ when I feel ___.”
• Celebrate with a final token

Review today’s practice and help the student set a simple verbal goal for the week. Celebrate progress.

lenny

Reading

Emotion Picture Cards

Instructions: Print each card on cardstock or heavy paper. Cut along the dotted lines to create six individual cards. Use these during lessons to help the student identify and label emotions.

Happy

[Picture: Happy face]
Word: Happy


Sad

[Picture: Sad face]
Word: Sad


Angry

[Picture: Angry face]
Word: Angry


Surprised

[Picture: Surprised face]
Word: Surprised


Scared

[Picture: Scared face]
Word: Scared


Excited

[Picture: Excited face]
Word: Excited


lenny
lenny

Reading

Emotion Icons Chart

Use this chart to help identify and name feelings. Display it where the student can easily see it and point to each icon.

🙂😢😠😮😨🤩
HappySadAngrySurprisedScaredExcited

Instructions:

  • Point to an icon and ask: “What feeling is this?”
  • Encourage the student to mimic the facial expression.
  • Keep this chart visible throughout both sessions for reference.
lenny
lenny

Worksheet

Personalized Feelings Chart

Instructions: For each feeling below, draw an icon or picture that shows how you feel and write a word or two to describe it.

  1. Happy
    Draw: ____________



  2. Sad
    Draw: ____________



  3. Angry
    Draw: ____________



  4. Surprised
    Draw: ____________



  5. Scared
    Draw: ____________



  6. Excited
    Draw: ____________



Sentence Stems

Use the chart above to help you complete these sentences. Draw or write in the blanks below.

I feel ____________ when ____________.






I feel ____________ when ____________.






lenny
lenny

Activity

Feelings Scenario Cards

Instructions:

  1. Print and cut out each card along the lines.
  2. Read the scenario aloud to the student.
  3. Ask: “How would you feel?”
  4. Student chooses a feeling from the Personalized Feelings Chart and responds: “I feel ______ when ______.”
  5. Provide visual cues or sentence stems if needed and offer a token for each clear response.

Card 1

Scenario: You lost your favorite toy.

How would you feel?
I feel ____________ when ____________.






Card 2

Scenario: It’s your birthday and friends are singing to you.

How would you feel?
I feel ____________ when ____________.






Card 3

Scenario: Someone takes a turn before you in a game.

How would you feel?
I feel ____________ when ____________.






Card 4

Scenario: Your teacher gives you a sticker for good work.

How would you feel?
I feel ____________ when ____________.






Card 5

Scenario: You see a big spider in the classroom.

How would you feel?
I feel ____________ when ____________.






Card 6

Scenario: A new student sits next to you and says hello.

How would you feel?
I feel ____________ when ____________.






lenny
lenny

Worksheet

Feelings Journal Worksheet

Instructions: Think of a time you felt one of the feelings you’ve learned. First, draw a picture of what happened. Then use the sentence stems below to write about your experience.

1. Draw Your Picture












2. Write About Your Feeling

I felt ____________ when ____________.





Because I felt ____________, I ____________.





  1. One thing I can do next time to help me feel better is ____________.








    Tip: Use your Personalized Feelings Chart to help you choose feeling words.
lenny
lenny