Emotion Identification Worksheet – Session 1

Objective: Samiya will practice identifying and naming four basic emotions (happy, sad, angry, scared) using visual cues.

Part 1: Match the Faces

Look at the faces on the Feeling Faces Chart. Draw a line or write the number next to the correct emotion word.

1. Face 1: 🙂 ________ Happy
2. Face 2: 😢 ________ Sad
3. Face 3: 😡 ________ Angry
4. Face 4: 😱 ________ Scared

Part 2: Label Each Face

Below each face, write the matching emotion word.

A. [🙂] ________

B. [😢] ________

C. [😡] ________

D. [😱] ________

Part 3: Personal Connection

1. Choose one emotion word from above: ________________
   
   
   
2. Think of a time you felt this way. Describe what happened and how you felt:

Part 4: Draw & Describe Your Feeling

1. Draw a face below showing how you feel right now:

1. Label your drawing and write a sentence:

• Emotion: ________________
  
  
  
• Sentence: ___________________________________________________________
  
  
  
  
  
  

Great work! Be ready to share your answers and drawing during our discussion time.

Session 1 Discussion: Exploring Complex Emotions

Purpose

This discussion helps Samiya deepen her understanding of nuanced feelings and practice sharing them clearly with trusted adults. We’ll use her journal reflections and scenario cards to explore how emotions influence thoughts, bodies, and actions.

Discussion Guidelines

• Speak honestly and respectfully. Use “I feel…” or “When I notice…” statements.
• Listen actively and let others finish before responding.
• It’s okay to pass on a question if you’re uncomfortable.
• All reflections are confidential and valued.

Discussion Questions

1. Current Mood Check
   • Look at the Emotion Wheel Chart and select one primary and one secondary emotion that best represent how you feel right now.
   • Explain: What recent thought or event led you to choose those emotions?
2. Reflecting on Your Journal (Part 2)
   • From the Advanced Emotion Reflection Worksheet – Session 1, which emotion entry (Emotion 1 or Emotion 2) surprised you most when you described your physical or mental signals?
   • Follow-up: How might recognizing those signals earlier help you respond differently in the future?
3. Connecting to Middle School Life
   • Think of the scenario you listed in Part 3 of your worksheet (academic, social, or extracurricular). Describe how the emotions you noted showed up in that moment.
   • Probe: Did you notice any unhelpful thoughts or assumptions that amplified your feelings? How could you challenge those thoughts next time?
4. Expressing Emotions to Adults
   • Choose one emotion from today’s session. Practice a clear statement you could share with a teacher or parent using the frame:
   “I’m feeling [emotion] because [brief reason].”
   • Role-play: You speak as Samiya; the adult listens and responds with questions. Then switch roles.
   • Consider: What follow-up question might the adult ask? How would you answer?
5. Probing Deeper
   • Can you think of a time when mixed emotions (e.g., excited but nervous) showed up together? How did you make sense of them?
   • How might labeling each emotion separately help you choose a next step (e.g., asking for help, taking a break)?
6. Reflection and Next Steps
   • Which emotion label from today’s work felt most precise? Which felt hardest to find words for? Why?
   • Summarize one insight you’ll take into your day-to-day life.
   • Preview: In our next session, we’ll explore strategies to manage and communicate these emotions when they feel overwhelming.

Praise Samiya for her thoughtful insights and encourage continued reflection in her journal.

Emotion Expression Worksheet – Session 2

Objective: Samiya will practice articulating complex emotions using “I feel…because…” statements tied to realistic 8th-grade challenges.

Part 1: Complete Advanced “I Feel…” Sentences

Use the I Feel Sentence Strip Cards and your own ideas to finish each statement. Then think of a specific time this happened.

1. I feel overwhelmed when _______________________________________________ because ___________________________________________________________.
   
   
   
   
   
   
2. I feel excluded when ________________________________________________ because ___________________________________________________________.
   
   
   
   
   
   
3. I feel pressured when ________________________________________________ because ___________________________________________________________.
   
   
   
   
   
   
4. I feel frustrated when ______________________________________________ because ___________________________________________________________.
   
   
   
   
   
   

Part 2: Craft Your Own

Choose two additional feelings (use the Feeling Faces Chart or other emotion words). Write complete “I feel…because…” statements.

1. I feel ________________ when __________________________________________ because _______________________________________________________.
   
   
   
   
   
   
2. I feel ________________ when __________________________________________ because _______________________________________________________.
   
   
   
   
   
   

Part 3: Reflection and Drawing

1. Which “I feel…because…” sentence felt most accurate or powerful? Why?
   
   
   
   
   
   
2. Which sentence was hardest to complete? What made it challenging?
   
   
   
   
   
   
3. Draw a quick sketch of yourself experiencing one of these emotions in an 8th-grade context (e.g., team project, social event). Label the emotion and situation:
   
   
   
   
   
   
   
   
   
   
   

Be ready to share your sentences and drawing during our discussion with the Expression Discussion Prompt Cards - Session 2.

Session 2 Discussion: Strengthening “I Feel…” Statements for Self-Advocacy

Purpose

This discussion empowers you to refine your “I feel…because…” statements, anticipate real-world responses, and practice supporting yourself and peers when emotions run high in 8th-grade contexts.

Discussion Guidelines

• Begin with “I feel…because…” and stay specific.
• Ask clarifying questions if you need more context.
• Listen actively—paraphrase before responding.
• Respect personal boundaries—opt out if a prompt feels too private.
• Offer constructive feedback: Focus on tone, clarity, and potential impact.

Discussion Questions

1. Current Check-In
   • View the Feeling Faces Chart and choose one emotion that captures your mood right now.
   • Complete: “I feel __________ because __________.”
   • Follow-up: How might this feeling influence your decisions or interactions today?
2. Evaluating Empowerment
   • Revisit one statement from Part 1 of the Emotion Expression Worksheet – Session 2 that felt most powerful.
   • Read it aloud and explain: How do you think a teacher or peer would respond differently to this clear expression versus a vague comment?
3. Overcoming Barriers
   • Identify a scenario where you typically hesitate to express an emotion (e.g., asking for extension on homework, talking about social tension).
   • Draft an “I feel…because…” statement for that situation.
   • Probe: What internal or external barriers might hold you back? How could you address them?
4. Peer Coaching
   • Imagine a classmate feels stressed about a group project but doesn’t know how to say it.
   • In pairs, use one of the Expression Discussion Prompt Cards – Session 2 to role-play coaching them.
   • Guide them to refine their statement and discuss: What makes language feel genuine rather than rehearsed?
5. Challenging Responses
   • In small groups, draw a prompt card (e.g., “You felt excluded when friends went ahead without you.”).
   • Role-play the full exchange:
   – Speaker: Delivers “I feel…because…” statement.
   – Listener: Reacts—supportively, defensively, or neutrally.
   • Debrief: What strategies helped the speaker stay calm and clear when the listener didn’t respond ideally?
6. Action Planning
   • Choose one upcoming interaction (with a teacher, coach, or family member) where you’ll use your refined “I feel” statement.
   • Share your plan: What will you say? How will you prepare emotionally?
   • Commit: When and where will you practice or use this statement this week?

Acknowledge your courage in practicing clear emotional language. These skills build trust, reduce misunderstandings, and strengthen your voice.

Help Request Worksheet – Session 3

Objective: Samiya will practice constructing “I feel …, can you help me …?” statements to communicate her needs to trusted adults.

Part 1: Complete the Help Requests

Use the I Feel Help Request Sentence Cards to finish each sentence. Then read them aloud.

1. I feel __________ when __________. Can you help me __________?
   
   
   
   
   
   
2. I feel __________ when __________. Can you help me __________?
   
   
   
   
   
   
3. I feel __________ when __________. Can you help me __________?
   
   
   
   
   
   
4. I feel __________ when __________. Can you help me __________?
   
   
   
   
   
   

Part 2: Write Your Own Help Requests

Think of two different feelings or situations. Write and complete your own help-request sentences.

1. I feel __________ when __________. Can you help me __________?
   
   
   
   
   
   
2. I feel __________ when __________. Can you help me __________?
   
   
   
   
   
   

Part 3: Reflection

1. Which help-request sentence was easiest for you to say? Why?
   
   
   
   
   
   
2. Which one was hardest to say? Why?
   
   
   
   
   
   
3. Draw a picture of yourself asking for help in one situation above. Label your drawing:
   
   
   
   
   
   
   
   
   
   
   

• Caption or sentence describing your drawing:
  ____________
  
  
  

Great work! Get ready to practice these help requests during our discussion with the Help Discussion Prompt Cards - Session 3.

Session 3 Discussion: Requesting Help Effectively

Purpose

This discussion helps Samiya practice using her help-request statements from Session 3 in a supportive conversation. She’ll gain confidence asking for help and responding as the adult helper.

Discussion Guidelines

• Use your help-request phrasing: Start with “I feel…, can you help me…?”
• Listen and respond kindly: Show you’re paying attention when someone else speaks.
• It’s okay to pass: You don’t have to answer every question if you’re not comfortable.
• Encourage each other: Asking for help takes courage and shows strength.

Discussion Questions

1. Warm-up: Help-Request Check-In
   • Look at the Feeling Faces Chart. Choose a face that matches how you feel right now.
   • Try the prompt: “I feel _____, can you help me _____?”
   • Follow-up: What made you choose that feeling and request?
   
   
   
2. Reflecting on Part 1 of the Help Request Worksheet:
   • Which of your completed help-request sentences would you like to share first?
   • Read it aloud: “I feel _____ when _____. Can you help me _____?”
   • Follow-ups: What kind of help do you imagine an adult giving? How do you think you’d feel afterward?
   
   
   
3. Sharing Your Own Help Requests (Part 2):
   • Pick one of the two sentences you wrote on your own.
   • Tell us why you chose that situation and what help you’re asking for.
   • Follow-up: How might using that sentence help you in a real conversation with a teacher or family member?
   
   
   
4. Role-Play with Help Discussion Prompt Cards - Session 3:
   • Draw a prompt card (e.g., “You feel overwhelmed by noise in the classroom.”).
   • Practice saying: “I feel _____ when _____. Can you help me _____?” as if you’re talking to an adult.
   • Switch roles: you be the adult responding kindly.
   • Follow-ups: What questions might the adult ask back? How would you answer them?
   
   
   
5. Reflection and Closing:
   • Which help-request sentence felt easiest for you to say today? Why?
   • Which one was hardest? What made it challenging?
   • Praise Samiya: Asking for help shows you’re taking care of yourself.
   • Preview: Next session we’ll explore calming strategies to use after asking for help.

Praise Samiya’s effort and remind her that practicing these requests will help her get the support she needs.

Advanced Emotion Reflection Worksheet – Session 1

Objective: Samiya will deepen her emotional awareness by exploring complex feelings, identifying physical and mental signals, and connecting these reflections to typical 8th-grade experiences.

Part 1: Choosing Nuanced Emotions

1. Look at the Emotion Wheel Chart. Select two secondary emotions (e.g., frustration, anticipation, disappointment, overwhelm).

Emotion 1: _______________________________



Emotion 2: _______________________________

Part 2: Real-Life Reflection Journaling

For each emotion above, respond to the prompts below.

Emotion 1: ____________________________

• Describe a recent middle-school situation when you felt this way:

• What did you notice in your body? (heart rate, tension, energy level)

• What thoughts or questions went through your mind?

Emotion 2: ____________________________

• Describe a different recent situation when you felt this way:

• How did you physically experience this emotion?

• What was your inner dialogue at that moment?

Part 3: Connecting to 8th-Grade Life

Think of one scenario—academic, social, or extracurricular—where emotions run high (e.g., group projects, trying out for a team, friend conflicts).

1. Scenario description:

1. Which emotion(s) from this session appear here? ________________

1. Physical cues you experienced: ____________________________________________________________________

1. Helpful self-statement or question you could use in the moment (e.g., “I’m noticing my chest tighten—what do I need?”):

Part 4: Planning an Expression

Finish this sentence to practice clear communication:

“I felt _____ when _____ because _____, and next time I will _____ to help myself.”

Prepare to share one entry during our discussion and notice how naming emotions and cues helps you plan supportive actions.

Emotion Wheel Chart

Use this chart to explore primary (inner ring) and secondary (outer ring) emotions. Refer to it in every session to name how you feel in different situations.

Inner Ring: Primary Emotions

• Joy
• Trust
• Fear
• Surprise
• Sadness
• Disgust
• Anger
• Anticipation

Outer Ring: Secondary Emotions

• Joy → Cheerful • Content • Excited
• Trust → Secure • Confident • Intimate
• Fear → Anxious • Insecure • Scared
• Surprise → Curious • Astonished • Confused
• Sadness → Disappointed • Lonely • Grieving
• Disgust → Contempt • Aversion • Judgmental
• Anger → Frustrated • Annoyed • Hostile
• Anticipation → Hopeful • Eager • Nervous

Tip: When you feel something, first pick the primary emotion, then look to the secondary list for a more precise word.

Expressing Your Feelings Guide

Objective: Learn why expressing your emotions clearly matters and how to craft precise “I feel…because…” statements to share with others.

1. Why Share Your Feelings?

• Builds understanding: When you name emotions, others know how to support you.
• Reduces misunderstandings: Clear language prevents confusion or assumptions.
• Strengthens relationships: Honest sharing fosters trust and respect.
• Empowers you: Expressing feelings helps you take ownership of your needs.

2. Key Steps to Express Clearly

1. Notice the Feeling: Pause and ask yourself, “What am I feeling right now?”
2. Choose the Right Word: Use precise emotion words (see Feeling Faces Chart).
3. Add a Reason: Explain why you feel that way to give context.
4. Use an “I feel…because…” Frame:
   • I feel [emotion] because [brief reason].
5. State a Need or Next Step (optional): Add what you’d like or plan to do.
   • e.g., “…and it would help if we took a break.”

3. Before & After Examples

4. Practice Transforming Statements

Below are some common vague comments. Rewrite each using the “I feel…because…” frame. Leave space for your answers.

1. Vague: “I don’t care.”
   Clear: “I feel ____________ because ________________________________________.”
   
   
   
   
   
   
2. Vague: “This is annoying.”
   Clear: “I feel ____________ because ________________________________________.”
   
   
   
   
   
   
3. Vague: “You’re always so mean.”
   Clear: “I feel ____________ because ________________________________________.”
   
   
   
   
   
   
4. Vague: “Whatever.”
   Clear: “I feel ____________ because ________________________________________.”
   
   
   
   
   
   

5. Your Turn: Craft Your Own

Think of a real situation you’ve faced recently. Write a precise “I feel…because…” statement below.
 
 
I feel ____________________ because ______________________________________________.

Calming Strategies Worksheet – Session 4

Objective: Samiya will practice identifying and applying calming strategies in different situations to manage overwhelming emotions.

Part 1: Match Strategies to Scenarios

Below are four scenarios. For each, write which calming strategy from the Calming Strategies Chart would help most:

1. Feeling angry after a disagreement with a friend: ____________
   
   
   
2. Feeling anxious before a big quiz: ____________
   
   
   
3. Feeling overwhelmed by too many assignments: ____________
   
   
   
4. Feeling frustrated during a group project: ____________
   
   
   

Part 2: Practice & Reflect

Choose two of the strategies above. For each, fill out the boxes below:

Strategy: ____________


Scenario: ____________


How did your body feel before using the strategy? ____________


What happened when you used it? ____________


Did it help? Why or why not? ____________

Part 3: Plan for Future Use

Think of one real situation you might face this week. Complete the plan:

Situation: ____________



Which strategy will you use? ____________



When and where will you practice it? ____________

Be ready to share your answers and practice with the Calming Discussion Prompt Cards - Session 4.

Coping Plan Worksheet – Session 5

Objective: Samiya will create a personalized coping plan that combines noticing feelings, expressing them clearly, asking for help if needed, and choosing a calming strategy.

Step 1: Identify an Emotion

Think of a recent time you felt a strong emotion. Describe below:

Emotion: ____________



Situation: ____________

Step 2: Express Your Feeling

Use the frame “I feel…because…” to explain how you felt:

I feel ________ because __________________________________.

Step 3: Ask for Help (Optional)

If you’d like support, write a help-request:

I feel ________ when ________, can you help me __________________________________?

Step 4: Choose a Calming Strategy

From the Calming Strategies Chart, pick one:

Selected Strategy: ____________



How will you use it in this situation? ____________

Step 5: Create Your Coping Plan

Write a step-by-step plan you can follow next time:

1. Notice: _________________________________________
   
   
2. Express: ________________________________________
   
   
3. Ask for Help: ___________________________________
   
   
4. Calm Down: _____________________________________
   
   
5. Next Action: ___________________________________
   
   
   
   

Bring your plan to discuss with the Combined Coping Plan Discussion Cards - Session 5.

Reflection & Future Planning Worksheet – Session 6

Objective: Samiya will reflect on her progress, celebrate achievements, and plan future goals for continued emotional awareness and self-advocacy.

Part 1: Reflect on Progress

1. Which skill improved the most for you? (identifying, expressing, asking for help, or calming)
   
   
   
   
2. Describe a moment when you successfully used your coping plan:

1. How did it make you feel afterward?
   
   
   
   
   

Part 2: Celebrate Achievements

List three things you’re proud of from these sessions:

1. ____________________________
   
   
2. ____________________________
   
   
3. ____________________________
   
   
   

Part 3: Set Future Goals

Goal: __________________________________________

Why this goal matters:

Part 4: Self-Monitoring Plan

How will you track your feelings and strategies over the next two weeks? (journal, chart, app)

When and where will you review your tracker? (day/time)

Bring your reflections and goals to share with a trusted adult or teacher during our final celebration. Good work—your growth is worth celebrating!