Grief Vocabulary Worksheet

Instructions: For each vocabulary term below, write the letter of the matching definition in the blank space provided.

1. Denial: _______
   
   
   
2. Anger: _______
   
   
   
3. Bargaining: _______
   
   
   
4. Depression: _______
   
   
   
5. Acceptance: _______
   
   
   
6. Resilience: _______
   
   
   
7. Empathy: _______
   
   
   

Definitions:

A. A stage of grief characterized by seeking ways to postpone or reverse a loss, often through "what if" or "if only" thoughts.

B. The ability to understand and share the feelings of another person, offering emotional support.

C. A coping resource that helps a person recover or adapt after experiencing loss or adversity.

D. A state of deep sadness, withdrawal, and reduced energy or motivation following a loss.

E. A refusal to accept the reality of a loss, acting as if the event has not occurred.

F. A stage of grief marked by feelings of irritation, frustration, or hostility toward oneself, others, or the situation.

G. The final stage of grief in which an individual comes to terms with the loss and begins to move forward.

Session 1 Teacher Script

Warm-Up: Word Association (5 minutes)

Teacher (smiling, hands out sticky notes and pens):
“Good morning, everyone! Welcome to our first session of Riding the Waves of Grief. We’re going to begin by brainstorming. I’m going to give each of you 2–3 sticky notes and a pen. On each note, write the very first word or phrase that pops into your mind when you hear the word ‘grief.’ There’s no right or wrong answer—just your honest reaction.”

Teacher (gesturing to the board):
“Okay, friends—let’s stick your notes up here. I’m going to quickly group similar ideas together. As I do this, notice any common themes or surprises in what people thought of.”

(Teacher sorts notes into clusters and highlights 2–3 emerging themes.)

Teacher:
“I see words like ‘sadness,’ ‘change,’ and ‘empty.’ Those are all real parts of the grief journey. Keep those words in mind as we dig deeper today.”

Introduction & Norm Setting (10 minutes)

Teacher (advances to slide 1–3 on the Session 1 Slide Deck):
“Let’s talk about why we’re here. Over six sessions, we’ll explore what grief means, learn healthy ways to cope, and support each other. Everyone’s story is unique, and this space is ours to learn and listen together.”

Teacher (writing on chart paper or whiteboard):
“Next, we’ll co-create some norms—guidelines to help us feel safe and respected. I’ll throw out some ideas, and you can add your own.”

Possible prompts (invite student responses):

• “What makes a space feel safe for you?”
• “How do we show respect when someone shares?”
• “What does active listening look like?”

Teacher (after students contribute 5–6 norms):
“Great—so we have: confidentiality, respect, active listening, voluntary sharing, and non-judgment. Does everyone agree to honor these each session?”

(Students give thumbs-up or nod.)

Teacher:
“Perfect. We’ll keep these visible all the time.”

Presentation: Defining Grief (10 minutes)

Teacher (advances to Slide 4: “What Is Grief?”):
“Take a look at this definition: ‘Grief is the natural response to loss—emotional, physical, and behavioral reactions as we adapt to change.’

Can anyone share what part of that definition stands out to you?”

(Allow 2–3 student responses.)

Teacher:
“Thank you. Grief isn’t just feeling sad—it can affect how we think, act, and even our bodies.”

Teacher (advances to Slide 5: “Types of Grief”):
“Now let’s explore three types of grief:

• Anticipatory Grief—when you start grieving before a loss happens, like waiting for surgery results.

• Complicated Grief—when grief lasts longer or feels overwhelming.

• Disenfranchised Grief—when the loss isn’t widely recognized, like losing a pet or a job.”

Teacher (pauses):
“Any questions about these types? Or can someone think of an example of one of these?”

(Encourage 1–2 student examples.)

Teacher (advances to Slide 6: “Examples of Loss”):
“Loss can take many forms—death of a loved one, the end of a friendship, missing an opportunity, or big life changes like moving. Each of these can trigger grief.”

Teacher:
“How might losing a job or moving to a new city cause grief? Turn to a neighbor and share for 30 seconds.”

(Think-pair-share for 30 seconds, then invite one pair to report back.)

Activity: Vocabulary Matching (10 minutes)

Teacher (holds up the Grief Vocabulary Worksheet):
“Now we’re going to match some key terms with their definitions. Terms like denial, anger, bargaining, and more. You can work on your own or pair up.”

Teacher:
“Take 8 minutes to complete the worksheet. I’ll come around if you need help. Then we’ll discuss any terms that felt tricky.”

(After 8 minutes, reconvene.)

Teacher:
“Let’s talk about any terms you found challenging. Who wants to share one word and how they matched it?”

(Invite 2–3 volunteers, clarify as needed.)

Teacher:
“Excellent work. Knowing these words helps us name what we’re feeling.”

Discussion: Personal Reflections (5 minutes)

Teacher:
“Why do you think naming our emotions is helpful when dealing with grief?”

(Use round-robin or quick think-pair-share.)

Follow-up prompts if needed:

• “How might naming ‘anger’ instead of just saying ‘I feel bad’ change how you cope?”
• “Does putting words to feelings make them feel more real—or less real?”

Teacher:
“Thank you for sharing. Naming emotions can give us power to understand and manage them.”

Cool Down: Guided Reflection (5 minutes)

Teacher (quiet, calm voice):
“Let’s take a moment to breathe together. Close your eyes or soften your gaze. Inhale slowly for four counts... hold for two... exhale for four...”(2–3 breaths)

Teacher (hands out journals or paper):
“Now, write one sentence: ‘One thing I learned today about grief is...’”

(Collect journals or allow students to keep notes.)

Teacher (smiling):
“Thank you for your honesty and openness today. I look forward to seeing you next session as we continue Riding the Waves of Grief.”

Session 1 Warm-Up: Word Association

Time: 5 minutes

Materials:

• Sticky Notes
• Pens or Pencils

Instructions:

• Give each student 2–3 sticky notes and a pen
• Prompt: “Write the first word or phrase that comes to mind when you hear ‘grief.’”
  
  
• Invite students to stick their notes on the board or wall
• Quickly group similar words into clusters and name emerging themes

Reflection Prompt:

• “What patterns or surprises did you notice in the words?”

Session 1 Activity: Vocabulary Matching

Time: 10 minutes

Materials:

• Grief Vocabulary Worksheet
• Pens or Pencils

Instructions:

1. Distribute one copy of the Grief Vocabulary Worksheet to each student.
2. Explain that students will match each grief-related term with its correct definition by writing the corresponding letter in the blank.
3. Students may work individually or pair up to discuss and complete their worksheets.
4. Give students 8 minutes to match all seven terms (denial, anger, bargaining, depression, acceptance, resilience, empathy).
5. Circulate the room to offer support, clarify any confusing terms, and answer questions.
6. After time is up, bring the class back together.
7. Ask for 2–3 volunteers to share any term they found challenging and explain how they matched it.

Reflection Prompt:

• “Which term resonated most with you, and why?”
  
  
  

Session 1 Discussion: Naming Emotions

Time: 5 minutes

Materials:

• None (optional: journals or paper)

Instructions:

1. Pose the guiding question aloud:
   “Why is naming our emotions helpful when coping with grief?”
2. Use a think-pair-share:
   • Students turn to a partner and discuss their thoughts for 1 minute.
     
     
   • After pairs share, invite 3–4 volunteers to report back key insights.
3. As each student shares, model active listening and validate all responses.

Follow-Up Prompts:

• “How might saying ‘I feel angry’ instead of ‘I feel bad’ change how you cope?”
• “Does putting words to feelings make them feel more real—or less overwhelming?”
• “Can you recall a time when naming an emotion helped you understand or manage it better?”

Reflection Prompt:

• “One way I can name and address an emotion when I feel grief is...”
  
  
  

Teacher Note: Encourage confidentiality and respect; remind students there are no right or wrong answers, just personal experiences and insights.

Session 1 Cool Down: Guided Reflection

Time: 5 minutes

Materials:

• Journals or paper
• Pens or pencils

Instructions:

1. Invite students to find a comfortable seated position and soften their gaze or close their eyes.
2. Lead a brief breathing exercise:
   • Inhale slowly for a count of four…
   • Hold the breath for a count of two…
   • Exhale gently for a count of four…
   • Repeat this cycle 2–3 times, allowing bodies to relax with each breath.
3. After the breathing exercise, ask students to open their eyes and write one sentence in their journal or on their paper:
   “One thing I learned today about grief is…”
   
   
   
4. (Optional) Invite a few volunteers to share their sentences aloud, honoring the classroom norms of confidentiality and respect.
5. Collect journals or allow students to keep their reflections for personal review.

Reflection Prompt:

• “How does naming one insight about grief help you feel more prepared to cope?”

Teacher Note: Maintain a calm, supportive tone. Emphasize that sharing is voluntary and reflections are for personal growth.