Emotion Explorer Activity

Objective: Help the student recognize, sort, and label feelings of anger and frustration using visual cues, then reflect on personal experiences.

Materials:

• Emotion Cards
• Chart paper or notebook
• Marker

Time: 10 minutes

Instructions:

1. Sorting Emotions (3 minutes)
   • Lay out all the Emotion Cards face down.
   • Ask the student to flip each card and place it into one of three piles: Angry, Frustrated, or Other.
   • Offer a short break if the student shows signs of overwhelm.
2. Reflection with Three Cards (4 minutes)
   • From the Angry pile, have the student choose three cards.
   • For each card, ask:
     • “Can you describe a time when you felt this way?”
     • Record the student’s response on chart paper or in a notebook.
3. Sentence Completion (3 minutes)
   • Show the student the prompt: “When I feel angry, I notice…”
   • Have the student finish the sentence orally and then write it down (or you write it if needed).
     
     
     
4. Debrief
   • Read the recorded statements together.
   • Praise the student for identifying and labeling emotions.
   • Remind them that noticing feelings is the first step to using words instead of actions.

Emotion Charades

Objective:
Practice recognizing and expressing emotions nonverbally, build empathy by observing body cues, and reinforce the language of feelings.

Materials:

• Emotion Cards
• Timer or stopwatch (optional)

Time: 10–15 minutes

Instructions

1. Prepare the Deck (1 minute)
   • Shuffle the Emotion Cards and place them face down in a stack.
2. Take Turns Acting (8–10 minutes)
   • Student and teacher alternate roles: one person draws a card and silently acts out the emotion without speaking or making sounds, while the other person guesses.
   • Allow up to 30 seconds per turn; use a timer if helpful.
   • After a correct guess (or if time runs out), reveal the card and confirm the emotion.
3. Score & Encourage
   • Award 1 point for each correct guess. Celebrate correct guesses with positive reinforcement.
   • If the student feels stuck, offer a single hint (e.g., “Think about your face,” or “Notice how your shoulders move”).
4. Debrief After Each RoundReflection Prompt for Student:
   “When I acted this emotion, I noticed…”
   
   
   
   • Ask the actor:
     • “What did you notice in your body when you acted this emotion?”
   • Ask the guesser:
     • “What clues helped you figure out the feeling?”
5. Variation (Optional)
   • Speed Round: Reduce acting time to 15 seconds to increase challenge.
   • Role Reversal: Student describes what the actor did (post-charade) using an “I” statement: “I saw you ___ when you felt ___.”

Accommodation & Support

• If the student becomes frustrated or overwhelmed, allow them to pass and select a new card.
• Keep a stress ball on hand for brief sensory breaks between turns.
• Use consistent praise and positive reinforcement aligned with the behavior plan.

Follow-Up Discussion:

• After the game, talk about how recognizing nonverbal cues can help us understand our classmates and teachers.
• Set a goal: “This week, I will notice when someone else looks frustrated and ask them ‘Are you OK?’ with an ‘I’ statement.”

Frustration Talk

Objective:
Guide the student to reflect on using new skills—labeling emotions, “I” statements, and coping strategies—in real situations. Help them generalize to classroom and home settings.

Time: 10–15 minutes
Materials:

• Frustration Scenario Cards
• I-Statement Worksheet
• Coping Strategies Spinner
• Stress Ball

1. Warm-Up Check-In (2 minutes)

• Prompt: “Since our last session, have you used an ‘I’ statement or a coping strategy? Tell me about one time.”
• Support: If needed, show the I-Statement Worksheet or the spinner as a reminder.

Student Response:

2. Scenario Reflection (5 minutes)

1. Shuffle the Frustration Scenario Cards and draw one.
2. Read it aloud together.
3. Ask:
   • “What would you feel in this situation?”
   • “How could you say an ‘I’ statement here?”
   • “Which coping strategy might help you calm down?”

Write their ideas on a mini whiteboard or chart.

Example Prompts:

• “I feel _____ when _____ because _____.”
• “I could try deep breathing because _____.”

Student Drafts:

3. Generalization Discussion (4 minutes)

• Ask:
  1. “Can you think of a time in our class or at home when you felt that way?”
  2. “What stopped you from using your words or strategies then?”
  3. “How could you remind yourself next time?”

Use these follow-ups as needed:

• “What is a simple signal you could give yourself or me?”
• “Where will you keep this reminder? (desk, locker, backpack?)”

Student Plans:

4. Wrap-Up and Goal Setting (2–3 minutes)

1. Summarize the student’s “I” statement and chosen coping strategy.
2. Agree on one small goal for the week, e.g., “Use deep breathing when I feel my shoulders tighten.”
3. Decide on a check-in signal (thumbs-up, stress ball squeeze, etc.).

Affirmation:
“Great work naming your feelings and picking a plan. I believe you can use these words and tools next time you get upset!”

Next Steps:

• Teacher to observe and give positive reinforcement when the student uses their signal or strategy.
• Brief check-in at the end of each day this week.
• Revisit adjustments in next session if needed.