Teacher Script Template for "Sizing Emotions"

Use this word-for-word script each session, replacing bracketed text with session-specific content.

1. Introduction (1 minute)

Teacher: "Hi [Student Name]! Welcome back to our Sizing Emotions session. Today is Session [#]. Our goal today is to [Objective]. Before we begin, how are you feeling right now?"

Pause for response. Acknowledge briefly: "That’s great share, thank you."

2. Do Now (5 minutes)

Teacher: "Let’s warm up by thinking back to something that happened since we last met. I want you to remember a moment when you felt an emotion strongly—maybe you were excited, frustrated, or worried. Write down or tell me: What happened? What emotion did you feel?"

After student shares:
Teacher: "Nice work. You said you felt [Emotion] when [Situation]."

3. Transition to Direct Instruction (30 seconds)

Teacher: "Today we’re going to learn how to size an emotion—and then pick a coping skill to help us manage it."

4. Modeling (10 minutes)

Teacher: "I’ll show you how I do it. Imagine this scenario: [Model Scenario]. I notice I feel [Emotion]. On our 1–10 scale, I’d size it as a [1–10 number], because [Explain reasoning: e.g., ‘it’s a small annoyance, not overwhelming’]. Next, I choose a coping skill: [Coping Skill]. Here’s how I use it:"

• Step 1: [Coping Skill Step 1]
• Step 2: [Coping Skill Step 2]
• Step 3: [Coping Skill Step 3]

Teacher Pause: "Do you see how I sized the emotion and used the skill?"

5. Check for Understanding (1 minute)

Teacher: "In your own words, why did I size my feeling as a [number] and not higher or lower?"

Follow-up if needed: "What key clue on the emotion scale helped me decide?"

6. Guided Practice (5 minutes)

Teacher: "Now let’s try one together. Here’s a new scenario: [Guided Scenario]. What emotion might you feel? How big is that feeling on the scale? Which coping skill would you pick?"

Pause for student thinking. Use prompts as needed:
• "Tell me why you picked that number."
• "What in your body helped you decide?"

7. Independent Practice (5 minutes)

Teacher: "Great job! Now I’m going to give you one on your own. Scenario: [Independent Scenario]. Please tell me:

1. The emotion you’d feel.
2. The size on the 1–10 scale.
3. The coping skill you’d use."

Allow student to respond.

8. Reflection (3 minutes)

Teacher: "Let’s talk about today’s work. What went well when you sized your emotion?"

Pause. Then:
Teacher: "What was challenging?"

Teacher: "How did using the coping skill feel for you?"

9. Next Steps & Homework (2 minutes)

Teacher: "For our next session, we’ll explore problem-solving steps to handle big emotions. Your homework is: Today, notice one time you feel a strong emotion. Size it on our scale and use a coping skill we’ve learned. Write or sketch what you did and how it felt. We’ll review it next time."

Teacher: "You did excellent work today. See you next session!"

Emotion Sizing Worksheet

Use this worksheet to record situations, identify your emotions, rate their size, choose a coping skill, and reflect on your experience.

1. Do Now

Think of a moment since our last session when you felt an emotion strongly.

1. Describe what happened:

1. What emotion did you feel?

1. How big was this emotion on a 1–10 scale?

1. Why did you choose that number?

2. Guided Practice Scenario

Your teacher will present or write a scenario below. Use that scenario to complete the steps.

Scenario:

1. Emotion you might feel:

1. Size on the 1–10 scale:

1. Coping skill you would choose:

1. Steps to use that coping skill:
   
   
   
   
   
   
   
   
   1. Step 1: ________________________________________________
   1. Step 2: ________________________________________________
   1. Step 3: ________________________________________________

3. Independent Practice

Create your own scenario. Then size your emotion and plan a coping skill.

Your Scenario:

1. Emotion you would feel:

1. Rating on the 1–10 scale:

1. Coping skill you would use:

1. Steps for that coping skill:
   
   
   
   
   
   
   
   

   1. ---

   1. ---

   1. ---

4. Reflection

Answer the following questions about your practice today.

• What part of sizing your emotion felt easiest?

• What part was most challenging?

• How did using your chosen coping skill feel?

• What will you try differently next time you size an emotion?

Use this sheet during our session and bring it back next time to discuss your progress!

Emotion Talk Discussion

Purpose

Create a safe space for the student to explore how emotions arise, how “big” they feel, and which coping skills help—or don’t—in real and hypothetical situations. This dialogue deepens self-awareness and supports skill mastery.

Discussion Norms

• Listen fully before responding
• Speak honestly and respectfully
• There are no “wrong” emotions—only learning opportunities
• Confidentiality: what we discuss stays here

1. Warm-Up Check-In (5 minutes)

1. Teacher: “How are you feeling right now?”
   • Follow-up: “On a 1–10 scale, how big is that feeling?”
   • Probe: “What physical clues (butterflies, tight chest, racing thoughts) helped you pick that number?”
2. Teacher: “What triggered that feeling today?”
   • Follow-up: “Have you felt this way before? When?”

2. Scenario Exploration (10 minutes)

Use a slide from Sizing Emotions Slides or the Do Now scenario on the Emotion Sizing Worksheet.

Prompt:
• “Here’s our scenario: [Read or display scenario]. What emotion do you think you’d feel?”
• “How big would it be on the 1–10 scale?”
• “Which coping skill might you choose?”

Follow-up Questions:

• “Why that number and not higher or lower?”
• “What in your body or mind helped you decide?”
• “What makes that coping skill a good fit here?”

3. Real-Life Reflection (8 minutes)

Pull from the student’s recent experience (homework or journal):

1. “Tell me about the moment you recorded—what happened?”
2. “Which emotion did you size, and why?”
3. “Which coping skill did you use?”

Dig Deeper:

• “What went well when you used that skill?”
• “What felt challenging about it?”
• “If you could adjust one step next time, what would it be?”

4. Coping-Skill Deep Dive (5 minutes)

1. “Pick one coping strategy we’ve learned. Describe each step you’d take.”
2. “Why does this strategy help you? What does it do for your body or thoughts?”
3. “Can you think of a scenario where this skill might not work as well? What then?”

5. Problem-Sizing Discussion (5 minutes)

• “What makes some problems feel bigger in the moment?”
• “How might you dial the size down when you notice it creeping up?”
• “Are there clues you can use next time to catch a growing emotion earlier?”

Closing Reflection & Next Steps (2 minutes)

• “What is one insight you’ll take away from today’s talk?”
• “How will you apply it before our next session?”
• Remind: “Use your Emotion Sizing Worksheet this week—notice one strong emotion daily, size it, and pick a skill.”

Teacher Note: Refer to the Teacher Script for exact wording and the Lesson Plan Template to plug this discussion into your session flow.

Coping Skill Role-Play

Purpose

Engage the student in active practice by role-playing real-life and mock scenarios. The student will size emotions, select appropriate coping skills, and receive immediate feedback to build confidence and skill mastery.

Materials

• Sizing Emotions Slides (scenario prompts)
• Emotion Sizing Worksheet (for recording responses)
• Timer or stopwatch
• Seating arranged face-to-face or side-by-side for role play

Instructions

1. Introduction (2 minutes)
   • Teacher: “Today we’re going to practice emotion sizing and coping skills through role-play. You’ll take the lead in handling different situations.”
   • Review the 1–10 emotion scale and two or three coping skills from recent sessions (e.g., deep breathing, positive self-talk, taking a break).
2. Scenario Selection (1 minute)
   • Teacher picks or the student chooses a scenario from the Sizing Emotions Slides or the student’s own recent experience.
   • Teacher briefly reads the scenario aloud.
3. Role-Play Round 1 (8 minutes)
   • Student Role: The student plays themselves reacting to the scenario.
   • Teacher Role: The teacher enacts the situation if needed (e.g., playing a peer, family member, or self).
   • Steps:
     1. Student names the emotion they’d feel.
     2. Student rates the emotion on a 1–10 scale.
     3. Student chooses and rehearses a coping skill step by step.
   • Recording: Student writes or sketches responses on the Emotion Sizing Worksheet.
4. Feedback & Coaching (4 minutes)
   • Teacher provides positive feedback on accurate emotion identification and sizing.
   • Offer one corrective prompt or nuance (e.g., “You sized this as an 8 because your heart raced—exactly!” or “Let’s consider if it might be a 6 instead; what clues would change?”).
   • Coach on skill steps: “Your deep-breathing steps were clear—next, try holding each breath for a count of four.”
5. Role-Play Round 2 (8 minutes)
   • Swap roles: Teacher models the student’s possible missteps or uncertainties.
   • Student acts as the coach, guiding the teacher through sizing and applying the coping skill.
   • Focus on language: “I notice you’re smiling less. What number is that on our scale? Let’s pick a skill to bring it down.”
6. Reflection & Debrief (5 minutes)
   • Discuss:
     • “Which part of role-playing felt most natural?”
     • “Where did you feel stuck?”
     • “How might you adjust your steps next time?”
   • Complete the reflection section on the Emotion Sizing Worksheet.
7. Next Steps (2 minutes)
   • Assign: Student to notice and role-play one real-life emotion event this week with a trusted friend or family member.
   • Preview next session’s focus (e.g., integrating problem-solving skills when emotions are high).

Variation for Challenge or Support

• Simplify: Use only one coping skill and a single mock scenario for extra practice.
• Extend: Introduce a surprising twist mid-role-play to practice shifting emotion sizing in real time.

Teacher Tips

• Keep scenarios brief to allow time for practice.
• Praise effort and courage in “trying out” new skills.
• Use nonverbal cues (nod, thumbs up) to reinforce positive steps during role-play.

Emotion Scenario Sort

Purpose

To actively practice identifying emotions, sizing problems, and matching appropriate coping skills through a sorting activity.

Materials

• Scenario Cards (pre-written short situations, 10-15 cards per set)
• Emotion Cards (e.g., happy, sad, angry, worried, frustrated, excited)
• Size Rating Cards (small, medium, large, or 1-3, 4-7, 8-10)
• Coping Skill Cards (e.g., deep breathing, positive self-talk, taking a break, asking for help)
• Sorting Mats (labeled: "Emotion", "Size", "Coping Skill")
• Timer (optional)

Setup (5 minutes)

1. Lay out the three sorting mats: "Emotion," "Size," and "Coping Skill."
2. Place the Emotion Cards, Size Rating Cards, and Coping Skill Cards in separate piles within easy reach.
3. Shuffle the Scenario Cards and place them face down.

How to Play (15 minutes)

1. Draw a Scenario: The student picks one Sizing Emotions Slides and reads it aloud.
2. Identify Emotion: The student identifies the primary emotion they would feel in that scenario and places the corresponding Emotion Card on the "Emotion" mat.
3. Size the Emotion: The student then determines the size of that emotion on a 1–10 scale (or uses the pre-made "small, medium, large" cards) and places the appropriate Size Rating Card on the "Size" mat.
4. Choose Coping Skill: The student selects one or two appropriate Coping Skill Cards that would help manage the emotion in that scenario and places them on the "Coping Skill" mat.
5. Discuss & Validate: The teacher asks: "Why did you choose that emotion?" "Why that size?" "How would that coping skill help?" Provide positive feedback and gentle guidance as needed. Discuss alternative choices if appropriate.
6. Continue: Repeat steps 1-5 with new scenario cards until time is up or all scenarios are sorted.

Reflection (3 minutes)

• "Which scenarios were easiest to sort, and why?"
• "Were there any scenarios where it was hard to pick just one emotion or coping skill? Why?"
• "How did this activity help you practice identifying and managing emotions?"

Next Steps (2 minutes)

• Encourage the student to notice similar scenarios in their daily life and practice mentally sorting their emotions and choosing coping skills. They can use their Emotion Sizing Worksheet to record these observations.
• Preview how this sorting practice prepares them for real-time emotional responses.

Variation for Challenge or Support

• Simplify: Provide fewer scenario cards and only focus on identifying emotions and choosing one coping skill.
• Extend: Introduce scenarios with multiple emotions or ask students to identify the 'initial' and 'desired' emotion, then choose skills to bridge the gap.
• Personalize: Have the student create their own scenario cards based on personal experiences (ensuring confidentiality and comfort).

Teacher Tips

• Observe the student's reasoning, not just their choices, to understand their emotional processing.
• Use this as a low-stakes way to explore different emotional responses and coping strategies.
• Keep the atmosphere light and encouraging, focusing on learning and practice.

Emotion Size Lotto

Purpose

A bingo-style game to practice matching emotions, size ratings, and coping skills in a fun, engaging way.

Materials

• Emotion cards (e.g., happy, frustrated, anxious, excited, sad)
• Size cards (numbers 1–10)
• Coping skill cards (e.g., deep breathing, positive self-talk, taking a break)
• Blank 3×3 or 4×4 Lotto boards (with a mix of emotions, sizes, and skills)
• Markers or counters
• Scenario prompts (use Sizing Emotions Slides or create your own)

Setup (5 minutes)

1. Give the student a Lotto board (3×3 or 4×4). Each square shows an emotion, a size, or a coping skill.
2. Shuffle scenario prompt cards and place face down.
3. Place a pile of markers/counters within reach.

How to Play (20 minutes)

1. Draw a Scenario: Teacher selects a scenario card or displays one from Sizing Emotions Slides and reads it aloud.
2. Identify & Match: Student identifies:
   • The primary emotion they’d feel.
   • The size on the 1–10 scale.
   • A coping skill to use.
3. Cover a Square: Student covers the square on their board that matches all three: emotion, size, and coping skill. If no single square matches all, the student chooses the square that best aligns and explains their choice.
4. Check & Discuss: Teacher checks the answer. If correct, the marker stays. If it needs adjustment, discuss: “What clue would change your choice? What square fits better?”
5. Goal: Get three covered squares in a row (horizontal, vertical, or diagonal) to win “Lotto!”

Reflection (3 minutes)

• Which matches were easiest to find?
• Which did you have to think about more?
• How did this game help you see patterns in emotions and coping skills?

Next Steps (2 minutes)

Invite the student to try “Emotion Size Lotto” at home with a friend or family member. Use the Emotion Sizing Worksheet to record any real scenarios they’d use in the game.

Variation for Challenge or Support

• Simplify: Use a 2×2 board with only emotions and sizes.
• Extend: Use a 4×4 board and include more nuanced coping skills.
• Time Trial: See how many valid matches the student can make in 5 minutes.

Teacher Tips

• Encourage the student to verbalize their reasoning when covering a square.
• Praise effort over speed.
• Use nonverbal signals (thumbs up) to reinforce correct matching.

Progress Rubric for "Sizing Emotions"

This rubric assesses mastery of key skills: identifying emotions, sizing problems, selecting and applying coping skills, and engaging in reflection.

Scoring Guide:
1 (Beginning): Emerging awareness and skill; requires significant support.
2 (Developing): Growing competence; requires occasional prompts.
3 (Proficient): Meets expectations independently.
4 (Mastery): Exceeds expectations; demonstrates leadership and self-direction.