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lenny

Taming My Feelings Dragon

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Katarina Cook

Tier 3
For Schools

Lesson Plan

Week 1: My Feelings Radar

Students will be able to identify and name different 'big feelings' (anger, frustration) and recognize how these feelings show up in their bodies.

Understanding our feelings is the first step to managing them. When students can name their emotions and notice body signals, they gain valuable self-awareness, leading to better self-control and communication.

Audience

1st Grade

Time

30 minutes

Approach

Interactive discussion, visual aids, and a feeling-identification activity.

Materials

Taming My Feelings Dragon Slide Deck - Week 1: My Feelings Radar (week-1-slide-deck), and Feelings Faces Chart (physical handout or digital)

Prep

Gather Materials & Review

5 minutes

  • Review the Taming My Feelings Dragon Slide Deck - Week 1: My Feelings Radar and ensure all slides are ready.
  • Print or prepare a 'Feelings Faces Chart' (happy, sad, angry, frustrated, surprised, worried, etc.).
  • Familiarize yourself with the 'Feelings Faces Activity' steps.
  • Review all generated materials as needed, especially the Week 1: My Feelings Radar Lesson Plan itself, the Taming My Feelings Dragon Slide Deck - Week 1: My Feelings Radar, and the Week 1: My Feelings Radar Activity.

Step 1

Warm-Up: How Do You Feel Today?

5 minutes

  • Greet the student and ask, "How are you feeling today?" Encourage them to use a feeling word.
  • Explain that sometimes we have 'big feelings' that are strong and can make us want to do things we shouldn't.
  • Introduce the idea that this program will help them become a 'Feelings Detective' to understand these big feelings.

Step 2

Introducing 'Big Feelings'

8 minutes

  • Use the Taming My Feelings Dragon Slide Deck - Week 1: My Feelings Radar to introduce 'big feelings' like anger and frustration.
  • Ask: "What does anger feel like in your body?" or "What does frustration look like?"
  • Show the 'Feelings Faces Chart' and discuss different expressions. Point out how faces, bodies, and voices can tell us about feelings.

Step 3

Activity: Feelings Faces Match

12 minutes

  • Present the Week 1: My Feelings Radar Activity.
  • Have the student match feeling words to facial expressions or draw how they feel when angry/frustrated.
  • Discuss their choices and emphasize that all feelings are okay, but how we show them matters.

Step 4

Cool-Down: One New Feeling Word

5 minutes

  • Ask the student to share one new feeling word they learned or one way they can tell they're starting to feel angry/frustrated.
  • Reiterate that they are learning to be a 'Feelings Detective' and will continue next week.
lenny

Slide Deck

Welcome, Feelings Detective!

Today, we're starting a new adventure!
We're going to become 'Feelings Detectives' to understand our big feelings.

What are 'big feelings'? Strong feelings like when you're super happy, or super angry!

Welcome the student. Ask them how they are feeling today and encourage using a specific feeling word. Explain that we'll be talking about 'big feelings' and becoming 'Feelings Detectives'.

What are 'Big Feelings'?

Sometimes our feelings can be really, really strong!
These are 'Big Feelings'.

Like when you feel:

  • Angry! 😠
  • Frustrated! 😤

All feelings are okay. It's what we do with them that matters!

Introduce the concept of 'big feelings' (anger, frustration). Emphasize that all feelings are okay, but how we show them matters. Ask: "What does anger feel like in your body?" "What does frustration look like?"

My Feelings Radar: Reading Faces

How can we tell how someone is feeling?

  • Look at their face! 👀
  • What about their body? 🧍‍♂️
  • Listen to their voice! 🗣️

Let's look at some feelings faces together!

Show the Feelings Faces Chart (physical or on screen if digital). Discuss different expressions and how we can 'read' faces, body language, and tone of voice to understand feelings in ourselves and others.

Activity Time: Feelings Match!

It's time to be a Feelings Detective!

We're going to match feelings to faces, or draw our own big feelings.

Ready to put your Feelings Radar to the test?

Transition to the activity. Explain that they will be matching feelings or drawing how they feel.

Great Job, Detective!

You did a super job today learning about big feelings!

What is one new thing you learned?

Next week, we'll learn even more about taming our feelings dragon!

Conclude the session. Ask the student to share one new feeling word or how they can tell a big feeling is starting. Remind them they are learning to be a 'Feelings Detective'.

lenny

Activity

My Feelings Radar Activity

Instructions: Look at the faces below. Draw a line from the feeling word to the face that shows that feeling. If you don't see a face, you can draw it!

Feelings Faces

  1. Happy 😊



  2. Sad 😞



  3. Angry 😠



  4. Frustrated 😤



  5. Surprised 😲



My Big Feelings Draw and Share

Draw how your face and body look when you feel:

  1. Angry











  2. Frustrated











Share your drawings with your counselor. What clues do your face and body give about how you feel?

lenny
lenny

Lesson Plan

Week 2: My Body's Alarm System

Students will identify and connect specific physical sensations (e.g., tight fists, fast heart) to the early stages of big feelings like anger and frustration.

Recognizing physical signs is crucial for early intervention. When students can feel their body's 'alarm system' going off, they can use strategies to calm down before acting out.

Audience

1st Grade

Time

30 minutes

Approach

Guided body scan, interactive discussion, and a visual representation of body signals.

Materials

Taming My Feelings Dragon Slide Deck - Week 2: My Body's Alarm System (week-2-slide-deck), and My Body's Alarm System Worksheet (week-2-body-alarm-worksheet)

Prep

Gather Materials & Review

5 minutes

  • Review the Taming My Feelings Dragon Slide Deck - Week 2: My Body's Alarm System and ensure all slides are ready.
  • Print or prepare the My Body's Alarm System Worksheet.
  • Familiarize yourself with the body scan steps.
  • Review all generated materials as needed, especially the Week 2: My Body's Alarm System Lesson Plan itself, the Taming My Feelings Dragon Slide Deck - Week 2: My Body's Alarm System, and the My Body's Alarm System Worksheet.

Step 1

Warm-Up: Feelings Check-In

5 minutes

  • Greet the student and ask about their feelings today, linking back to last week's 'Feelings Radar'.
  • Briefly review what 'big feelings' are (anger, frustration) and that we can notice them in our faces and bodies.

Step 2

Introducing My Body's Alarm System

8 minutes

  • Use the Taming My Feelings Dragon Slide Deck - Week 2: My Body's Alarm System to introduce the idea of the body having an 'alarm system' for big feelings.
  • Ask: "Where do you feel anger in your body?" "What happens in your body when you start to get frustrated?" (e.g., stomach ache, tight muscles, hot face, fast heart).
  • Explain that these are early warning signs, like a fire alarm going off before there's a big fire.

Step 3

Activity: Body Scan Worksheet

12 minutes

  • Present the My Body's Alarm System Worksheet.
  • Guide the student through a simple body scan, asking them to think about what happens in different parts of their body when they start to feel angry or frustrated.
  • Have them draw or write their sensations on the worksheet. Discuss their responses.
  • Emphasize that noticing these signs helps them know when to use calming strategies.

Step 4

Cool-Down: My Body's Clues

5 minutes

  • Ask the student to name one body sign they noticed for a big feeling.
  • Reiterate the importance of listening to their body's alarm system so they can choose a helpful strategy next time.
lenny

Slide Deck

Welcome Back, Detective!

Last week, we learned about our Feelings Radar!
We can look at faces and bodies to guess how someone is feeling.

Today, we're going to learn about our own body's alarm system!

Greet the student and check in on their feelings. Briefly review last week's concept of 'big feelings' and 'feelings radar'.

My Body's Alarm System

Our bodies are super smart! They tell us when big feelings are starting.

It's like an alarm bell ringing inside you!

What happens in your body when you start to feel angry or frustrated?

  • Maybe your tummy feels funny?
  • Your hands get tight?
  • Your face feels hot?

Introduce the idea that our bodies give us clues, like an alarm. Ask: "What does anger feel like in your body?" "What happens when you start to get frustrated?" Guide them to think about physical sensations.

Early Warning Signs

These body clues are like early warning signs.

They tell us: "Hey! A big feeling is coming! Time to pay attention!"

If we notice these signs early, we can choose what to do next!

Explain that noticing these early signs is important, just like knowing when a fire alarm rings before a big fire.

Activity Time: Body Scan!

Now, let's explore your body's alarm system.

We'll do a special 'body scan' and draw or write what you feel when a big feeling starts.

Ready to listen to your body?

Transition to the worksheet activity. Explain that they will be drawing/writing what their body feels.

Great Job, Detective!

You did a fantastic job today listening to your body!

Remember to listen to your body's alarm system.

Next week, we'll learn some superpowers to calm those big feelings down!

Conclude the session. Ask the student to name one body sign they noticed. Reinforce the importance of listening to their body's alarm.

lenny

Worksheet

My Body's Alarm System Worksheet

Instructions: When you start to feel angry or frustrated, what happens in your body? Draw or write about what you feel in each part of your body. Your body is giving you clues!

My Body Clues

My Head/Face

What does your head or face feel like when a big feeling starts? (e.g., hot, tight, furrowed brows)






My Hands/Arms

What do your hands or arms feel like? (e.g., fists clenching, wanting to hit, shaky)






My Tummy/Chest

What does your tummy or chest feel like? (e.g., butterfly tummy, fast heart, tight chest)






My Legs/Feet

What do your legs or feet feel like? (e.g., squirmy, wanting to run, restless)






My Voice

What happens to your voice when a big feeling starts? (e.g., loud, quiet, shaky, growly)






Share: Tell your counselor about your body's alarm system. What are the earliest clues you notice?

lenny
lenny

Lesson Plan

Week 3: Superpower Strategies

Students will learn and practice 2-3 specific calming strategies (e.g., deep breaths, counting, asking for a break) to manage anger and frustration without physical outbursts.

Teaching concrete calming strategies empowers students to gain self-control and choose positive ways to respond to strong emotions, reducing aggressive behaviors.

Audience

1st Grade

Time

30 minutes

Approach

Demonstrations, guided practice of calming techniques, and creation of a personalized calming toolkit.

Materials

Taming My Feelings Dragon Slide Deck - Week 3: Superpower Strategies (week-3-slide-deck), Calm Down Toolkit Activity (week-3-calm-down-toolkit-activity), and Small paper bag or envelope (for toolkit)

Prep

Gather Materials & Review

5 minutes

  • Review the Taming My Feelings Dragon Slide Deck - Week 3: Superpower Strategies and ensure all slides are ready.
  • Print or prepare the Calm Down Toolkit Activity cut-outs/cards.
  • Have a small paper bag or envelope ready to create the student's 'Calm Down Toolkit'.
  • Review all generated materials as needed, especially the Week 3: Superpower Strategies Lesson Plan itself, the Taming My Feelings Dragon Slide Deck - Week 3: Superpower Strategies, and the Calm Down Toolkit Activity.

Step 1

Warm-Up: Body Alarm Check-In

5 minutes

  • Greet the student and ask about a time since last week when they noticed their body's alarm system going off.
  • Ask: "What did you feel?" and acknowledge their growing self-awareness.

Step 2

Introducing Superpower Strategies

8 minutes

  • Use the Taming My Feelings Dragon Slide Deck - Week 3: Superpower Strategies to introduce different calming strategies.
  • Focus on 2-3 simple, actionable strategies, such as:
    • Dragon Breaths (Deep Breathing): Inhale slowly through the nose (smelling a flower), exhale slowly through the mouth (blowing out a candle).
    • Counting to 5/10: Counting slowly helps pause reactions.
    • Asking for a Break/Help: Using words to communicate needs.
  • Model and practice each strategy with the student.

Step 3

Activity: My Calm Down Toolkit

12 minutes

  • Present the Calm Down Toolkit Activity.
  • Have the student choose 2-3 favorite strategies and either draw or write them on cards.
  • Place these cards in a small paper bag or envelope to create their personalized 'Calm Down Toolkit'.
  • Discuss when and where they can use these tools (e.g., at school, at home, when their body alarm rings).

Step 4

Cool-Down: My Best Tool

5 minutes

  • Ask the student to pick one strategy from their toolkit that they think will be most helpful this week.
  • Encourage them to try using their toolkit whenever their body's alarm system goes off.
  • Reiterate that they are becoming a feelings superhero!
lenny

Slide Deck

Welcome Back, Feelings Superhero!

Last week, we learned about our body's alarm system.

Today, we're going to learn some amazing superpowers to help us when those alarms go off!

Greet the student. Ask about a time they noticed their body alarm since last week. Acknowledge their growing awareness.

My Superpowers!

When a big feeling comes, we don't have to hit or yell.

We have superpowers to help us calm down!

These superpowers help us choose what to do next.

Introduce the idea of calming strategies as 'superpowers'. Explain they help us take control of our feelings, not let feelings control us.

Superpower 1: Dragon Breaths

Imagine you are a gentle dragon, breathing out calm air.

  • Breathe in slowly through your nose (like smelling a flower). 👃
  • Breathe out slowly through your mouth (like blowing out a candle). 🕯️

Let's try 3 Dragon Breaths together!

Introduce 'Dragon Breaths'. Model and practice together. Emphasize slow, deep breathing.

Superpower 2: Counting Calm

When you feel a big feeling, you can count!

  • Count slowly to 5 (or 10) in your head.
  • This helps your brain take a little break.

Let's count to 5 together!

Introduce 'Counting Superpower'. Model and practice. Explain how counting gives our brain a moment to catch up.

Superpower 3: Using My Words

If you need help or a break, use your words!

  • Say, "I need a break."
  • Say, "I need help, please."

Using your words is a very strong superpower!

Introduce 'Ask for a Break/Help'. Discuss how using words is a powerful tool to get what we need and avoid acting out.

Build Your Superpower Toolkit!

Now it's your turn to choose your favorite superpowers!

We will make a special toolkit to hold your calming strategies.

You can use this toolkit whenever your body's alarm goes off!

Transition to the activity. Explain they will choose their favorite superpowers to put in their toolkit.

You're a Feelings Superhero!

You've learned some incredible superpowers today!

Which one will you try first this week?

Remember, you can tame your feelings dragon with your new tools!

Conclude the session. Ask them to pick one strategy they'll use this week. Reinforce their role as a 'feelings superhero'.

lenny

Activity

My Calm Down Toolkit Activity

Instructions: These are your superpower strategies! Choose your favorite 2 or 3. You can draw a picture of them, or write the words. Cut them out and put them in your special toolkit bag!

Superpower Strategy Card 1

Name: Dragon Breaths

What I do: Breathe in like smelling a flower, breathe out like blowing out a candle.






Superpower Strategy Card 2

Name: Counting Calm

What I do: Count slowly to 5 or 10 in my head.






Superpower Strategy Card 3

Name: Ask for a Break/Help

What I do: Use my words to say "I need a break" or "I need help, please."






Superpower Strategy Card 4 (Optional - Draw Your Own!)

Name: ____________________

What I do:






When to use my toolkit: When my body alarm goes off and I feel angry or frustrated! I can also use it when I feel my voice getting loud or growly.

lenny
lenny

Lesson Plan

Week 4: My Calm Voice Superpower

Students will practice using a calm tone of voice and appropriate words to express feelings and needs, especially when feeling frustrated or angry.

Effective communication prevents misunderstandings and promotes positive relationships. Learning to use a calm voice and express needs verbally helps students avoid hitting or yelling and builds social-emotional skills.

Audience

1st Grade

Time

30 minutes

Approach

Role-playing, direct practice of voice modulation, and discussion of appropriate language.

Materials

Taming My Feelings Dragon Slide Deck - Week 4: My Calm Voice Superpower (week-4-slide-deck), Calm Voice Role-Play Scenarios (week-4-calm-voice-role-play), and My Calm Down Toolkit (from Week 3)

Prep

Gather Materials & Review

5 minutes

  • Review the Taming My Feelings Dragon Slide Deck - Week 4: My Calm Voice Superpower and ensure all slides are ready.
  • Print or prepare the Calm Voice Role-Play Scenarios.
  • Have the student's personal Calm Down Toolkit Activity from Week 3 available.
  • Review all generated materials as needed, especially the Week 4: My Calm Voice Superpower Lesson Plan itself, the Taming My Feelings Dragon Slide Deck - Week 4: My Calm Voice Superpower, and the Calm Voice Role-Play Scenarios.

Step 1

Warm-Up: Superpower Check-In

5 minutes

  • Greet the student and ask if they had a chance to use any of their superpower strategies from their toolkit this week.
  • Discuss how it felt to use them and what happened. Acknowledge their efforts and successes.

Step 2

Introducing My Calm Voice

8 minutes

  • Use the Taming My Feelings Dragon Slide Deck - Week 4: My Calm Voice Superpower to introduce the concept of a ‘calm voice’ and ‘loud voice’/’growly voice’.
  • Ask: "How does your voice sound when you are angry?" (Loud, fast, growly). "How does it sound when you are calm?" (Quiet, slow, gentle).
  • Emphasize that using a calm voice helps others listen to us better and helps us get what we need.
  • Practice saying simple phrases (e.g., "I don't like that," "I need a turn") in both an angry/loud voice and a calm voice.

Step 3

Activity: Calm Voice Role-Play

12 minutes

  • Present the Calm Voice Role-Play Scenarios.
  • Choose 2-3 scenarios relevant to the student (e.g., sharing toys, being told "no").
  • Role-play each scenario, first showing how a loud/angry voice might escalate the situation, then practicing using a calm voice and a superpower strategy from their toolkit.
  • Provide specific praise for using a calm voice, body language, and problem-solving words.

Step 4

Cool-Down: My Communication Pledge

5 minutes

  • Ask the student: "What is one thing you will remember to do with your voice when you have a big feeling?"
  • Reiterate that they have learned many tools to be a 'Feelings Master' and can choose to use a calm voice and strategies to solve problems.
  • Congratulate them on completing the 4-week program.
lenny

Slide Deck

Welcome Back, Feelings Master!

Last week, you built your Superpower Toolkit!

Did you get to use any of your superpowers this week? How did it go?

Greet the student. Ask if they used their superpowers from their toolkit this week. Discuss how it went.

My Voice Superpower!

Our voice can be a superpower too!

When we have a big feeling, our voice can get:

  • Loud! 📢
  • Fast! 💨
  • Growly! 😬

But our voice can also be:

  • Calm! 🤫
  • Slow! 🐢
  • Gentle! 😊

Introduce the idea of a 'calm voice'. Ask: 'How does your voice sound when you are angry?' (Loud, fast, growly). 'How does it sound when you are calm?' (Quiet, slow, gentle).

Why Use a Calm Voice?

When we use a calm voice, people listen to us better!

It helps us solve problems and get what we need.

Let's practice! Say 'I want that!' in a loud voice, then in a calm voice.

Explain why a calm voice is helpful. Practice saying simple phrases in both an angry/loud voice and a calm voice. Emphasize that a calm voice helps others listen.

Role-Play: My Calm Voice in Action!

Now it's time to be a Feelings Master in real-life situations!

We'll pretend together, and you can practice using your calm voice and your superpower strategies.

Transition to role-playing. Explain that they will practice using their calm voice and superpower strategies in different situations.

You Are a Feelings Master!

You have learned so much about taming your feelings dragon!

Remember your Feelings Radar, your body's alarm system, your superpower toolkit, and your calm voice!

You are now a Feelings Master!

Conclude the session. Ask the student one thing they'll remember about their voice. Congratulate them on completing the program and becoming a 'Feelings Master'.

lenny

Activity

Calm Voice Role-Play Scenarios

Instructions: Let's pretend! We will act out some situations. First, we'll try it with a loud/angry voice. Then, we will use our calm voice superpower and our toolkit strategies!

Scenario 1: Sharing Toys

Situation: You and a classmate both want to play with the same toy. Your classmate grabs it first, and you feel angry.

Your Turn (Loud Voice): What would you say or do if you used a loud, angry voice? (e.g., "GIVE THAT TO ME!" or try to grab it)


Your Turn (Calm Voice & Superpower): How could you use your calm voice and a superpower from your toolkit (like Dragon Breaths or asking for a break) to solve this problem? What would you say? (e.g., "I feel frustrated. Can I have a turn next?")





Scenario 2: Being Told "No"

Situation: Your teacher tells you it's not time for a snack, but you are really hungry and feel frustrated.

Your Turn (Loud Voice): What would you say or do if you used a loud, angry voice? (e.g., "I HATE THIS CLASS!" or stomp your feet)


Your Turn (Calm Voice & Superpower): How could you use your calm voice and a superpower from your toolkit (like Counting Calm or asking for help) to talk to your teacher? What would you say? (e.g., "I feel hungry. When can I have a snack?")





Scenario 3: Someone Bumps Into You

Situation: You are walking, and another student accidentally bumps into you. You feel angry and want to push them back.

Your Turn (Loud Voice): What would you say or do if you used a loud, angry voice? (e.g., "WATCH OUT!" or push them)


Your Turn (Calm Voice & Superpower): How could you use your calm voice and a superpower (like Dragon Breaths) to respond? What would you say? (e.g., "Oops, you bumped me. Please be careful.")





Reflection: How did it feel to use your calm voice? Why is it helpful to use a calm voice when you have a big feeling?

lenny
lenny