Lesson Plan
Playground Feelings Lesson Plan
Students will recognize feelings of exclusion, practice a calm-down strategy, and use role-play to build empathy and positive social interactions on the playground.
Young learners often face exclusion that leads to frustration or sadness. Teaching emotional regulation and empathy early fosters resilience, healthy friendships, and a supportive classroom community.
Audience
1st Grade
Time
30 minutes
Approach
Guided discussion, modeling calm-down steps, and role-play scenarios.
Materials
Prep
Prepare Materials
10 minutes
- Print and cut out all Playground Feelings Scenario Cards.
- Display the Calm-Down Strategy Poster and Feelings Chart at the front of the room.
- Write student names on Role-Play Name Tags.
- Make copies of the Reflection Worksheet for each student.
- Review all materials and familiarize yourself with each scenario to guide discussions.
Step 1
Introduction & Discussion
5 minutes
- Gather students in a circle and explain today’s focus: how we feel when others don’t let us play.
- Show the Feelings Chart. Ask: “What do you notice? Have you ever felt like this?”
- Validate responses and emphasize that all feelings are okay to have.
Step 2
Teach Calm-Down Strategy
5 minutes
- Introduce the calm-down strategy on the Calm-Down Strategy Poster.
- Model taking deep breaths, counting to five, and using a calm voice.
- Invite students to practice together: inhale, count, exhale.
Step 3
Role-Play Scenarios
12 minutes
- Divide class into small groups and give each a scenario card from Playground Feelings Scenario Cards.
- Assign roles using Role-Play Name Tags: two students exclude one, and one student responds.
- Students act out the scenario once without strategy, then again using the calm-down steps.
- Circulate to prompt use of empathy: “How might your friend feel? What could you say or do next?”.
Step 4
Group Reflection
5 minutes
- Reconvene as a whole group. Hand out the Reflection Worksheet.
- Ask students to draw or write: “How did you feel? What helped you stay calm?”
- Invite volunteers to share one thing they learned.
Step 5
Wrap-Up
3 minutes
- Summarize: feelings of exclusion are normal, and we have tools to help us stay calm and solve problems.
- Encourage students to use the calm-down strategy on and off the playground.
- Praise empathetic words and behaviors observed during role-play.
Slide Deck
Playground Feelings
Exploring our emotions when we feel left out on the playground and learning tools to help us stay calm and build friendships.
Welcome students and introduce the lesson. Explain that today we’ll talk about how we feel when we’re left out and learn ways to stay calm and be kind.
Lesson Objectives
• Recognize feelings when someone doesn’t let us play
• Practice a calm-down strategy
• Role-play scenarios to build empathy and positive actions
Read each objective aloud, pointing to the slide. Ensure students understand the goals.
Why We Learn About Feelings
Sometimes friends don’t let us play. That can make us feel sad, angry, or left out. Learning about our feelings helps us handle them and be good friends.
Explain why understanding exclusion and emotions is important for making friends and solving problems.
Feelings Chart
Look at these faces. What feelings do you see?
Show the Feelings Chart. Point to each face and ask students to name the feeling and share if they’ve ever felt that way.
Calm-Down Strategy
- Take deep breaths
- Count to five
- Use a calm voice
Introduce the calming steps on the poster. Model each step slowly so students can see and hear.
Calm-Down Practice
Let’s practice together:
• Inhale… 1-2-3-4-5
• Exhale… 1-2-3-4-5
Lead the whole class in one round of breathing together, counting slowly on your fingers or showing numbers.
Role-Play Instructions
- Form small groups of three
- Assign roles: Two exclude, one responds
- Act out the scenario once without calming steps
- Act it again using deep breaths and a calm voice
Explain how to form groups, choose roles, and run through the scenarios first without the strategy, then again using the calm-down steps.
Example Scenarios
• Friends won’t let you play with the ball
• A group makes all the jump-rope turns without you
Use your card to act out a similar situation.
Share two example scenarios so students understand what they’ll see on their cards.
Group Reflection
How did you feel when you were left out?
What helped you stay calm?
Draw or write your answers on your Reflection Worksheet.
Hand out the Reflection Worksheet. Prompt students to draw or write. Circulate and support.
Wrap-Up & Takeaways
• Feelings of exclusion are normal
• Use deep breaths, counting, and calm words
• Try to include others and be a kind friend
Summarize the key points: all feelings are okay, we have tools to calm down, and we can use empathy to include others.
Worksheet
Playground Reflection Worksheet
Name: ________________________
Date: ________________________
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Draw a face to show how you felt when someone didn’t let you play.
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Write or draw the calm-down step that helped you feel better.
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Write a sentence: What could you say to a friend to invite them to play and be kind?
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Why is it important to include others on the playground?
Activity
Playground Feelings Role-Play Cards
Cut out each card and place them face down. In your small group, take turns: one student reads the scenario aloud and the others act it out. Then switch roles so everyone practices.
Scenario Cards:
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At recess, a group is playing tag. They tag each other and laugh, then say, “No tag for you!” and run away.
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Two friends are taking turns on the jump rope. You ask, “Can I have a turn?” They shake their heads and say, “We’re full.”
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A group is kicking a soccer ball. You walk over and they say, “No, you can’t kick with us.”
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A pair of friends is swinging on the swings. You go up and they say, “Sorry, no room.”
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Some classmates are building a block tower. You ask to help, and they say, “Only we can build it.”
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Friends are playing hopscotch and each turn they say, “No more turns left.”
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A group is playing with toy cars. You reach for a car and they say, “These are ours—go away.”
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During a game, a couple of kids whisper, point at you, and then say, “You’re weird, go play by yourself.”
After reading and acting out each scenario once without calm-down steps, practice it again using your deep breaths, counting to five, and speaking with a calm voice. Discuss together: “How might each person feel? What could you say or do differently?”