Name That Feeling Teacher Plan Teacher Lesson Plan
Lesson 1: Name That Feeling
Emotion Explorers SDI
Objective
The student will identify and label four core emotions (Happy, Sad, Angry, Scared) using visual supports with 80% accuracy.
Materials Needed
Emotion Cards (Visual Aid material)
Handheld mirror
"Feelings Forest" chart (for check-in)
Duration
20-30 min
Designed for high-engagement, short-burst learning for a 5-year-old.
1
The Mystery Bag Intro (5 min)
Place the Emotion Cards in a colorful bag. Tell the student, "Today, we are Emotion Explorers! We're going to find the faces that tell us how people feel." Let him pull a card and try to guess the feeling based on the facial features.
2
Mirror Match (10 min)
Show a card (e.g., Happy). Point out the clues: "Big smile, bright eyes." Ask the student to make a "Happy" face in the mirror. Repeat for Sad, Angry, and Scared.
3
Feelings Freeze (5 min)
Play some music. When the music stops, hold up an emotion card. The student must freeze in a pose that matches that emotion. (e.g., for "Scared," he might hide his face; for "Happy," he might jump for joy).
4
Check-In Practice (5 min)
Ask the student: "How do you feel right now?" Use the Emotion Cards to help him choose. Validate the feeling: "I see you chose 'Happy' because we are playing a game! I feel happy too."
SDI Focus & Adaptations
Explicit Instruction
Use direct labeling. Avoid abstract metaphors. Focus on "What I see" (visual clues).
Modeling
Exaggerate your own facial expressions. Use "Think Alouds" (e.g., "My mouth is turned down, I think I'm sad").
Emotion Cards Visual Emotion Explorer Cards
"What am I feeling right now?"
😊
Happy
Big Smile
Bright Eyes
Easy Body
😢
Sad
Frown
Quiet Voice
Tears
😡
Angry
Mean Eyes
Tight Fists
Loud Voice
😨
Scared
Shaking Body
Wide Eyes
Fast Heart
Teacher Tip: Cut these cards out and laminate them. Have the student pick a card during check-in to show how they feel.
Name That Feeling Teacher Plan Teacher Lesson Plan
Lesson 1: Name That Feeling
Emotion Explorers SDI
Objective
Identify and label Happy, Sad, Angry, and Scared using visual supports with 80% accuracy.
Materials
Emotion Cards (Visual Aid)
Handheld mirror
Mystery Bag
Duration
20-30 min
Short-burst high engagement.
1
Mystery Bag (5 min)
Hide Emotion Cards in a bag. "Explorers, let's find the faces!" Pull a card and guess the feeling based on features.
2
Mirror Match (10 min)
Point out clues (smile, bright eyes). Have student mimic the face in a mirror. Focus on specific features like eyebrows and mouth.
3
Feelings Freeze (5 min)
Music plays → music stops → hold up card. Student freezes in that emotion's pose.
4
Check-In (5 min)
"How do you feel right now?" Use cards for selection. Validate: "I see you chose Happy!"
SDI Focus
Direct Labeling Avoid metaphors. Focus on visible clues (eyes, mouth).
Modeling Exaggerate expressions. Use "Think Alouds" to explain feelings.
Emotion Cards Visual Emotion Explorer Cards
"What am I feeling right now?"
😊
Happy
Big Smile
Bright Eyes
Easy Body
😢
Sad
Frown
Quiet Voice
Tears
😡
Angry
Mean Eyes
Tight Fists
Loud Voice
😨
Scared
Shaking Body
Wide Eyes
Fast Heart
Teacher Tip: Cut out and laminate for daily check-ins.
Name That Feeling Teacher Plan Teacher Lesson Plan
Lesson 1: Name That Feeling
Emotion Explorers SDI
Learning Target
I can name the four core feelings (Happy, Sad, Angry, Scared) using my cards.
Success Criteria
I will point to or say the feeling when shown an emotion face card.
Materials
Emotion Cards, Handheld mirror, Mystery Bag.
Time
10-15m
1
Mystery Bag Intro (3 min)
Quickly pull one card. "Explorer, what face is this?" Identify the feeling and its main feature (e.g., smile).
2
Mirror Match (7 min)
Pick 2 core emotions (e.g., Happy/Angry). Show card → model face → student copies in mirror. Point out eyebrows/mouth.
3
Quick Check (5 min)
Hold up 2 cards. "Which one is SCARED?" Reward correct identification with a high-five.
SDI Adaptation
Focus on the most frequent emotion the student shows first to build relevance. Use errorless learning (pointing to the correct card) if needed.
Body Detective Teacher Plan Teacher Lesson Plan
Lesson 2: Body Detective
Emotion Explorers SDI
Objective
The student will identify two physical sensations associated with core emotions (e.g., "fast heart" for scared, "tight fists" for angry).
Materials Needed
"My Feeling Map" visual aid
Red, Blue, and Green markers
A small drum or your hands (for "heartbeat" sounds)
Duration
20-30 min
1
The Sensation Scan (5 min)
Explain: "Detectives look for clues. Today, we are looking for clues INSIDE our bodies!" Ask the student to jump in place for 30 seconds. Stop and ask, "How does your heart feel? Is it thumping fast or slow?"
2
The Feeling Map (10 min)
Use the "My Feeling Map" visual. Point to the hands. Ask, "When you feel ANGRY, what do your hands do? Do they make a fist or stay soft?" Let the student color the fists red on the map. Repeat for stomach (butterflies/scared) and face (tears/sad).
3
Heartbeat Drumming (5 min)
Use a drum or tap on the table. "This is a HAPPY heart (tap slow and steady). This is a SCARED heart (tap very fast). This is an ANGRY heart (tap loud and hard)." Have the student match the rhythm with their own hands.
4
Detective Wrap-Up (5 min)
Give the student a "Body Detective" sticker or high-five. Ask: "What clue does your body give you when you are starting to feel mad?" (Expected answer: "Tight hands" or "Hot face").
SDI Focus & Adaptations
Sensory Engagement
Use tactile feedback. Have the student squeeze a ball to feel "tight hands" vs "soft hands." Use ice or a warm pack to explain "hot/cold" body signals.
Visual Mapping
The visual map provides a concrete reference for internal sensations that are often too abstract for a 5-year-old.
My Feeling Map Visual Body Detective Map
Where do you feel your feelings?
Name: ________________
Hot Head
Fast Heartbeat
Stomach Butterflies
Tight Fists
Wiggly Legs
Angry Clues
"My body feels hot and tight."
Use Red
Scared Clues
"My heart goes thud-thud-thud!"
Use Purple
Sad Clues
"My body feels heavy and slow."
Use Blue
Color the parts of the body where you feel your big feelings!
Body Detective Teacher Plan Teacher Lesson Plan
Lesson 2: Body Detective
Emotion Explorers SDI
Objective
Identify two physical sensations associated with core emotions (e.g., "fast heart" for scared, "tight fists" for angry).
Materials
"My Feeling Map" visual
Red, Blue, and Green markers
Drum or table for heartbeat sounds
Duration
20-30 min
1
Sensation Scan (5 min)
Jump in place for 30 seconds. Stop and feel heart: "Is it thumping fast or slow?"
2
The Feeling Map (10 min)
Use "My Feeling Map." Ask: "When you're angry, what do your hands do?" Color fists red. Repeat for stomach and face.
3
Heartbeat Drumming (5 min)
Tap table slow (Happy), fast (Scared), loud/hard (Angry). Student matches rhythm.
4
Detective Wrap-Up (5 min)
"What clue does your body give you when you're starting to feel mad?" (e.g., tight hands).
SDI Focus
Tactile Feedback Squeeze a ball for "tight hands." Use ice for "hot/cold" signals.
Concrete Reference The visual map makes abstract internal sensations visible.
My Feeling Map Visual Body Detective Map
Where do you feel your feelings?
Name: ________________
Hot Head
Fast Heart
Butterflies
Tight Fists
Wiggly Legs
Angry
Use Red
Scared
Use Purple
Sad
Use Blue
Color the parts of the body where you feel your big feelings!
Body Detective Teacher Plan Teacher Lesson Plan
Lesson 2: Body Detective
Emotion Explorers SDI
Learning Target
I can find where feelings happen in my body.
Success Criteria
I will circle one body part on my map for a feeling (like "fast heart" for scared).
Materials
"My Feeling Map" visual, Markers.
Time
10-15m
1
Sensation Scan (3 min)
Jump in place. Stop. "Feel your heart! Is it thumping fast?" Connect to "Scared" or "Excited".
2
Mapping Clues (7 min)
Focus on ONE feeling (e.g., Angry). "Where do we feel mad? In our hands!" Have student color fists on the map.
3
Quick Check (5 min)
"Show me your 'Angry Hands'!" Observe student making tight fists. Praise body awareness.
SDI Adaptation
Use physical prompts. Gently touch the student's hands/stomach to help them localize internal feelings. Use "First/Then" for the coloring task.
The Yellow Zone Teacher Plan Teacher Lesson Plan
Lesson 3: The Yellow Zone
Emotion Explorers SDI
Objective
The student will identify "Yellow Zone" feelings (frustrated, silly, worried) and understand that these are signals to "slow down."
Materials Needed
"Yellow Zone Signal" visual aid
Yellow toy car or yellow block
Scenarios cards (simple pictures of school situations)
Duration
20-25 min
1
Traffic Light Talk (5 min)
Show the student a picture of a traffic light. "Green means go! Red means stop! But Yellow means... SLOW DOWN." Use the yellow toy car to demonstrate slowing down. Explain: "Our bodies have a Yellow Zone too."
2
Meet the Yellow Feelings (10 min)
Introduce 3 feelings:Frustrated: "When work is hard."Silly: "When you have too much wiggles."Worried: "When you aren't sure what happens next."
3
Yellow Signal Game (5 min)
Read a situation: "You are trying to tie your shoe and it's stuck. Are you in the Yellow Zone?" The student holds up the yellow block or car. Prompt: "What does Yellow mean?" Student: "Slow down!"
4
The Warning Sign (5 min)
Explain that Yellow is like a "warning light." If we don't slow down in Yellow, we might crash into the Red Zone (Angry/Scream). Practice saying: "I'm in the Yellow. I need to slow down."
SDI Focus & Adaptations
Preventative Focus
This lesson is critical for self-regulation. Focus on the physical transition—how silliness can lead to loss of control. Use "First/Then" language if needed.
Metaphor Reinforcement
The traffic light is a concrete visual that can be referenced quickly in real-time during the school day (e.g., "I see some yellow zone wiggles!").
Yellow Zone Signal Visual The Yellow Zone
"Yellow means: SLOW DOWN"
🟨
Slow Down
😤
Frustrated
Work is hard or stuff isn't working.
🤪
Silly
Too many wiggles and loud noises.
😟
Worried
Thinking about what happens next.
YELLOW is my warning light! I need a break space.
The Yellow Zone Teacher Plan Teacher Lesson Plan
Lesson 3: The Yellow Zone
Emotion Explorers SDI
Objective
Identify "Yellow Zone" feelings (frustrated, silly, worried) and understand they are signals to "slow down."
Materials
Yellow Zone Signal visual
Yellow toy car or block
School scenario cards
Duration
20-25 min
1
Traffic Light Talk (5 min)
Demonstrate with yellow car: "Yellow means SLOW DOWN." Explain our bodies have a Yellow Zone too.
2
Yellow Feelings (10 min)
Introduce Frustrated (hard work), Silly (too many wiggles), and Worried (unsure). Practice facial expressions.
3
Signal Game (5 min)
Read a situation: "Can't tie shoe." Student holds up yellow block. Prompt: "What does Yellow mean?"
4
Warning Light (5 min)
Yellow is a warning. If we don't slow down, we crash into Red (Angry). Practice: "I'm in the Yellow. I need to slow down."
SDI Focus
Preventative Focus Focus on physical transitions. How silliness leads to loss of control.
Visual Anchors Reference the traffic light visual during dysregulation throughout the day.
Yellow Zone Signal Visual The Yellow Zone
"Yellow means: SLOW DOWN"
🟨
Slow Down
😤
Frustrated
Work is hard.
🤪
Silly
Too many wiggles.
😟
Worried
What comes next?
Yellow is my warning light! I need a break space.
The Yellow Zone Teacher Plan Teacher Lesson Plan
Lesson 3: The Yellow Zone
Emotion Explorers SDI
Learning Target
I can tell when I am in the "Yellow Zone" (frustrated or silly).
Success Criteria
I will hold up my yellow card when the teacher describes a "yellow" feeling.
Materials
Yellow Zone visual, Yellow car/block.
Time
10-15m
1
Traffic Signal (3 min)
Show yellow block. "Yellow means SLOW DOWN." Discuss how our bodies get "too fast" when we are silly or mad.
2
Yellow Feelings (7 min)
Show "Silly" and "Frustrated" faces. "Are these fast feelings or slow?" (Fast). Practice a "Slow Down" deep breath.
3
Quick Check (5 min)
Give a scenario: "You want a turn but have to wait." Is that Green or Yellow? Hold up yellow card.
SDI Adaptation
Use the "Yellow" concept immediately when you see the student becoming dysregulated (e.g., "I see yellow zone wiggles! Let's slow down.").
My Calm Corner Teacher Plan Teacher Lesson Plan
Lesson 4: My Calm Corner
Emotion Explorers SDI
Objective
The student will identify the "Calm Corner," describe its purpose (a place to feel safe/calm), and demonstrate the 3-step entry routine with minimal prompting.
Materials Needed
"Calm Corner Routine" visual aid
A designated "Break" card for the student's desk
A timer (sand timer or visual digital timer)
Duration
20-25 min
Best taught when the student is in the "Green Zone" (calm and ready to learn).
1
The Grand Tour (5 min)
Walk with the student to the designated Calm Corner. Say: "This is your special spot. It's not for work, and it's not for time-outs. It's for when your body feels 'Yellow' or 'Red' and needs to feel safe." Let them explore the items (pillows, soft rug).
2
The 3-Step Entry (10 min)
Introduce the "Calm Corner Routine" visual.Hand Up/Card: "I show my break card."Safe Walk: "I walk quietly to the corner."Sit & Tool: "I sit down and choose one thing to help me."
3
The Timer Talk (5 min)
Explain that the corner is for a short time to "reset." Show the timer. "When the sand runs out, your body is ready to come back to the group." Practice setting the timer for 1 minute and sitting together quietly.
4
Routine Check (5 min)
Ask the student: "Where do we go when our body feels too silly or too mad?" Have him point to the corner. "And what do we do first?" (Show card). End with a calm high-five.
SDI Focus & Adaptations
Environmental Predictability
Keep the Calm Corner consistent. Avoid adding too many new toys at once. The routine visual should be posted at eye-level inside the corner.
Non-Verbal Cuing
When the student is dysregulated, avoid long sentences. Use the "Break Card" and the visual routine board to guide them instead of verbal commands.
Calm Corner Routine Visual My Calm Corner Routine
"I can help my body feel safe."
1
Show My Card
"I show my break card to my teacher."
✋
2
Walk Safely
"I walk with quiet feet to my special spot."
👣
3
Sit and Tool
"I sit down and pick one tool to help me."
🧘
I am a Body Detective!
My Calm Corner Teacher Plan Teacher Lesson Plan
Lesson 4: My Calm Corner
Emotion Explorers SDI
Objective
Identify the Calm Corner, describe its purpose (safe/calm spot), and demonstrate the 3-step entry routine.
Materials
Calm Corner Routine visual
Break card for student desk
Visual timer
Duration
20-25 min
1
The Grand Tour (5 min)
Visit the corner. "This is your special spot to feel safe when your body feels Yellow or Red." Let them explore.
2
The 3-Step Entry (10 min)
Show visual: 1. Show Break Card, 2. Walk quietly, 3. Sit and choose a tool. Practice together.
3
Timer Practice (5 min)
Reset spot is for a short time. Set timer for 1 min. Sit quietly. "When it runs out, your body is ready."
4
Routine Check (5 min)
"Where do we go when we feel too silly?" Point to corner. End with a calm high-five.
SDI Focus
Consistency Keep the corner predictable. Post visual routine board at eye-level inside.
Visual Cueing When dysregulated, use the card/visuals instead of long verbal commands.
Calm Corner Routine Visual Calm Corner Routine
"I can help my body feel safe."
1
Show Card
"Show my break card to teacher."
✋
2
Walk Safely
"Quiet feet to my special spot."
👣
3
Sit and Tool
"Sit and pick one calming tool."
🧘
I am a Body Detective!
My Calm Corner Teacher Plan Teacher Lesson Plan
Lesson 4: My Calm Corner
Emotion Explorers SDI
Learning Target
I can use my Calm Corner when I need a break.
Success Criteria
I will show my break card and walk to the corner without running.
Materials
Calm Corner Routine visual, Break card.
Time
10-15m
1
Corner Visit (3 min)
Walk to the spot. "This is your safe spot." Briefly show 1-2 soft items. "We come here to feel better."
2
The 3-Step Walk (7 min)
Model: 1. Show Card → 2. Quiet Feet → 3. Sit. Have student practice the routine twice from their desk.
3
Timer Talk (5 min)
Show a 1-minute timer. "When it's done, we are ready to play again!" Practice sitting calmly for 30 seconds.
SDI Adaptation
Use "backward chaining" if the routine is hard—start with the student already sitting in the corner and practice just the timer/exit first.
Balloon Breaths Teacher Plan Teacher Lesson Plan
Lesson 5: Balloon Breaths
Emotion Explorers SDI
Objective
The student will demonstrate the "Balloon Breath" technique (deep inhale, slow exhale) and count to ten to help regulate their heart rate.
Materials Needed
"Balloon Breaths" visual aid
Real balloon (optional, for demonstration)
Bubbles (optional, to practice slow exhales)
Duration
15-20 min
A short, high-repetition session to build muscle memory.
1
The Human Balloon (5 min)
Show a real balloon or just use your hands. "When we are upset, our bodies feel tight. Breathing helps us stretch out like a balloon!" Demonstrate putting hands on top of head. "Inhale through your nose... make the balloon big! Exhale... let the air out."
2
Balloon Breath Practice (10 min)
Use the visual aid.In: Smell the flower (nose).Out: Blow out the candle (mouth).
3
The Slow Count (5 min)
Combine breathing with counting. "We are going to count to ten as we blow the air out very slowly." Count on fingers: 1... 2... 3... up to 10. Repeat. Ask: "How does your heart feel now? Fast or slow?"
SDI Focus & Adaptations
Concrete Analogies
"Smell the flowers" and "Blow the candle" are concrete actions for a 5-year-old. Avoid just saying "deep breath."
Physical Prompting
If the student struggles to inhale through the nose, have them hold a "pretend" flower. If they exhale too fast, use real bubbles to practice a slow, steady stream of air.
Balloon Breaths Visual Balloon Breaths
"I can blow my big feelings away!"
👃
In
Smell the Flower
Belly grows BIG like a balloon!
👄
💨
Out
Blow the Candle
Let the air out slowly...
Count to 10 as you blow out!
1
2
3
4
5
6
7
8
9
10
Balloon Breaths Teacher Plan Teacher Lesson Plan
Lesson 5: Balloon Breaths
Emotion Explorers SDI
Objective
Demonstrate Balloon Breath (deep inhale, slow exhale) and count to ten to regulate heart rate.
Materials
Balloon Breaths visual
Bubbles or real balloon
Duration
15-20 min
1
The Human Balloon (5 min)
Inhale through nose... hands on head make the balloon BIG! Exhale... let air out slow.
2
Practice (10 min)
Use visual. "Smell the flower (in), blow out candle (out)." Watch balloon belly grow.
3
Slow Count (5 min)
Count to ten while blowing out air very slowly. Repeat. Feel heartbeat again.
SDI Focus
Concrete Analogies Flower/Candle imagery is essential for age 5. Avoid abstract breath cues.
Repetition Build muscle memory during Green Zone so it's automatic in Yellow/Red.
Balloon Breaths Visual Balloon Breaths
"I can blow my big feelings away!"
👃
In
Smell the Flower
Belly grows BIG!
👄
Out
Blow the Candle
Slowly, slowly...
Count to 10 as you blow out!
1
2
3
4
5
6
7
8
9
10
Balloon Breaths Teacher Plan Teacher Lesson Plan
Lesson 5: Balloon Breaths
Emotion Explorers SDI
Learning Target
I can use Balloon Breaths to help my heart slow down.
Success Criteria
I will take 3 big breaths (belly out) and blow out slowly.
Materials
Balloon Breaths visual, Bubbles.
Time
10-15m
1
Human Balloon (3 min)
Put hands on head. "Inhale... make the balloon BIG!" Exhale... hands down. Connect to "blowing feelings away."
2
Flower & Candle (7 min)
"Smell the flower" (nose) → "Blow the candle" (mouth). Use bubbles to show how to blow air slowly.
3
The 10-Count (5 min)
Combine a big breath with a slow count to 10 as you blow out. Reward with a "Ready to Learn" sticker.
SDI Adaptation
If student exhales too fast, have them blow a feather across a table. This provides immediate visual feedback on air control.
Senses at Work Teacher Plan Teacher Lesson Plan
Lesson 6: Senses at Work
Emotion Explorers SDI
Objective
The student will explore and select one sensory tool (e.g., fidget, weighted lap pad, stress ball) to use when they feel "Yellow Zone" emotions.
Materials Needed
Sensory bin with: stress ball, fidget spinner, sequin fabric, weighted item, noise-canceling headphones
"Sensory Tool Choice" visual aid
Duration
20-30 min
1
The Sensory Buffet (10 min)
Place the tools on a table. "Today we are trying out tools for our hands and ears. Sometimes our bodies need to touch something to feel calm." Let the student try each item for 1-2 minutes. Ask: "Is this tool quiet or loud? Does it feel soft or hard?"
2
The Choice Board (5 min)
Show the "Sensory Tool Choice" visual aid. Have the student pick their favorite tool. "This is your Power Tool! When you go to the Calm Corner, this is the first thing you can grab." Label the tool with their name or a special sticker.
3
Tool Practice (5 min)
Practice using the tool while sitting in the Calm Corner. Set the timer for 3 minutes. "We are going to use our tool and our Balloon Breaths together." Observe the student's body for signs of relaxation (shoulders dropping, slower breathing).
SDI Focus & Adaptations
Sensory Preferences
Not every tool works for every student. If they are hypersensitive to sound, focus on headphones. If they need proprioceptive input, focus on the weighted item.
Tool Management
Establish a "Tool Rule": Tools stay in the Calm Corner. If the tool becomes a toy or a distraction, it goes back to the bin until "Yellow Zone" time.
Sensory Tool Choice Visual My Sensory Tools
"I can pick a tool to help my body."
🎾
The Squeezer
"I squeeze it tight to let the mad out."
🎒
The Weighted Lap
"I feel heavy and safe like a hug."
⚙️
The Twister
"I move my fingers to slow down."
🎧
The Ear Muffs
"I make the world quiet and calm."
My Power Tool choice!
Senses at Work Teacher Plan Teacher Lesson Plan
Lesson 6: Senses at Work
Emotion Explorers SDI
Objective
Explore and select one sensory tool (fidget, weighted pad, noise-canceling headphones) for Yellow Zone regulation.
Materials
Sensory bin tools
Sensory Tool Choice visual
Duration
20-30 min
1
Sensory Buffet (10 min)
Student tries each item for 1-2 mins. "Does it feel soft or hard? Quiet or loud?"
2
The Choice Board (5 min)
Use visual choice board. Pick favorite: "This is your Power Tool! It stays in the Calm Corner."
3
Tool Practice (5 min)
Sit in corner. Set timer for 3 mins. Use tool + Balloon Breaths together. Observe relaxation.
SDI Focus
Individualization Not every tool works for every kid. Focus on the tool that matches their specific sensory need.
Tool Boundaries Establish rules: Tools stay in the Calm Corner and are for calming, not playing.
Sensory Tool Choice Visual My Sensory Tools
"I can pick a tool to help my body."
🎾
Squeezer
Squeeze it tight.
🎒
Weighted Lap
Feel safe and heavy.
⚙️
Twister
Move your fingers.
🎧
Ear Muffs
Make it quiet.
My Power Tool choice!
Senses at Work Teacher Plan Teacher Lesson Plan
Lesson 6: Senses at Work
Emotion Explorers SDI
Learning Target
I can pick a sensory tool to help my body feel calm.
Success Criteria
I will choose one tool and use it with my Balloon Breaths for 1 minute.
Materials
Sensory bin (stress ball, weighted item), Choice visual.
Time
10-15m
1
The Buffet (5 min)
Let student try 2 contrasting tools (e.g., something soft vs. something heavy). "Which one helps your body slow down?"
2
Tool Choice (5 min)
Use visual choice board. Pick ONE favorite tool. "This is your Power Tool for the Calm Corner."
3
Calm Practice (5 min)
Sit in corner. Use tool + 3 Balloon Breaths. "I see your shoulders dropping! You look calm."
SDI Adaptation
Limit choices to 2 items if the student is overwhelmed by the full bin. Attach a visual "How to Use" card to the specific tool chosen.
Power Moves Teacher Plan Teacher Lesson Plan
Lesson 7: Power Moves
Emotion Explorers SDI
Objective
The student will perform three "heavy work" movements (Wall Pushes, Bear Crawls, Chair Pulls) to release physical tension and regulate energy.
Materials Needed
"Power Moves" visual aid
Wall space
Stable classroom chair
Duration
20-25 min
1
Super Power Intro (5 min)
Explain: "Sometimes our muscles have TOO MUCH energy. They feel like they need to push or pull. We are going to do Power Moves to use that energy!" Demonstrate the "Wall Push"—pushing against a wall as hard as you can for 10 seconds.
2
Animal Moves (10 min)
Introduce the moves using the visual aid:Bear Crawl: Hands and feet on the floor, crawl across the rug.Chair Pulls: Sit on a chair, hold the sides, and pull up (but stay in the seat!).
3
The Reset Sequence (5 min)
Teach the student to do a "Power Move" followed immediately by a "Balloon Breath." "Push the wall... now blow the balloon." Explain that this is the best way to get from the 'Yellow Zone' back to 'Green Zone'.
SDI Focus & Adaptations
Heavy Work Benefits
Heavy work provides proprioceptive input, which is naturally organizing for the nervous system. This is especially helpful for students with ADHD or sensory seeking behaviors.
Safety & Boundaries
Explicitly teach where these moves can happen (e.g., "Wall pushes happen at the blue wall"). Ensure the chair used for chair pulls is heavy and stable.
Power Moves Visual My Power Moves
"I can use my strength to stay calm."
🧱
Wall Push
"Push the wall like you are a giant!"
Count to 10
🐻
Bear Crawl
"Crawl like a heavy, slow bear."
Rug Walk
🪑
Chair Pull
"Pull up while you are sitting!"
5 Pulls
💪
Power Move
💨
Balloon Breath
=
😌
Ready To Go!
Power Moves Teacher Plan Teacher Lesson Plan
Lesson 7: Power Moves
Emotion Explorers SDI
Objective
Perform three "heavy work" movements (Wall Pushes, Bear Crawls, Chair Pulls) to regulate energy.
Materials
Power Moves visual
Wall space & stable chair
Duration
20-25 min
1
Super Power Intro (5 min)
Explain muscles have "too much energy." Demo Wall Push: push wall hard for 10 seconds.
2
Animal Moves (10 min)
Introduce Bear Crawl (rug crawl) and Chair Pulls (sit and pull up). Repeat each 2-3 times.
3
Reset Sequence (5 min)
Combo: Power Move + Balloon Breath. Push wall → blow balloon. This gets you back to Green Zone.
SDI Focus
Proprioception Heavy work is organizing for the nervous system. Essential for sensory seekers.
Safety Explicitly define where moves happen. Ensure chairs are heavy/stable.
Power Moves Visual My Power Moves
"I can use my strength to stay calm."
🧱
Wall Push
Push like a giant!
Count to 10
🐻
Bear Crawl
Heavy, slow bear.
Rug Walk
🪑
Chair Pull
Pull while sitting.
5 Pulls
💪
Power Move
💨
Balloon Breath
=
😌
Ready!
Power Moves Teacher Plan Teacher Lesson Plan
Lesson 7: Power Moves
Emotion Explorers SDI
Learning Target
I can use Power Moves to help my muscles feel calm.
Success Criteria
I will do one Power Move (like a Wall Push) for 10 seconds.
Materials
Power Moves visual aid, Wall space.
Time
10-15m
1
Giant Wall Push (5 min)
Demo pushing the wall. "Use your super power muscles!" Count to 10 together. "How do your arms feel now?"
2
Bear Crawl (5 min)
"Crawl like a heavy bear across the rug." Focus on slow, heavy hands and feet. This organizes the body.
3
Power + Breath (5 min)
"Push the wall... now blow the balloon." Combine the physical release with the breathing tool.
SDI Adaptation
If the student has low muscle tone, focus on "Chair Pulls" or "Hand Presses" to provide joint compression without the need for large motor coordination.
Explorer Guide Teacher Plan Teacher Lesson Plan
Lesson 8: Explorer Guide
Emotion Explorers SDI
Objective
The student will synthesize all learned skills (identification, body signals, calming tools) to create their personalized "Explorer Guide" for daily use.
Materials Needed
"Explorer Guide Template" visual
All previous visual aids (for reference)
Star stickers
Duration
30 min
1
The Explorer Recap (5 min)
Lay out all the visual cards from previous lessons. "Explorer, you have learned so much! You know how you feel, what your body says, and how to stay calm. Today, we make your official guide."
2
Personalizing the Plan (15 min)
Go through the template.I feel: Let him pick his most frequent "Yellow Zone" feeling.My body: Let him circle his main signal (e.g., tight hands).I will: Let him choose his top 2 strategies (e.g., Balloon Breaths and Bear Crawl).
3
The Explorer Pledge (5 min)
Practice using the guide. "If you feel your tight hands, what does your guide say?" Have him follow the path on the guide to the solution. "I will follow my guide to stay safe and calm!"
4
Graduation (5 min)
Give a "Master Explorer" certificate or special sticker. Tape the final Explorer Guide to his desk or in the Calm Corner for daily reference.
SDI Focus & Adaptations
Generalization
This lesson is about transferring skills from "lesson time" to "real life." The Guide must be accessible during periods of stress.
Student Agency
Allowing the student to choose their favorite tools increases "buy-in" and makes it more likely they will use the strategies independently.
My Explorer Guide Visual My Explorer Guide
Name: ________________
1
🔍
When I feel...
Frustrated
Silly
Worried
2
👤
My body clues are...
👊
💓
🥵
🦋
3
🛠️
I can use my tools...
💨 Breaths
🛋️ Corner
🧸 Senses
💪 Power
😌
I feel calm and safe!
Circle your choices to make your own plan!
Explorer Guide Teacher Plan Teacher Lesson Plan
Lesson 8: Explorer Guide
Emotion Explorers SDI
Objective
Synthesize all skills (identification, body signals, tools) into a personalized Explorer Guide for daily use.
Materials
Explorer Guide visual template
Previous lesson visuals (for reference)
Duration
30 min
1
The Recap (5 min)
Lay out all previous cards. "You've learned so much! Today we make your official guide."
2
Personalize (15 min)
Use template. Let him pick: 1. Main Yellow feeling, 2. Body signal, 3. Top 2 strategies. Circle or sticker choices.
3
The Pledge (5 min)
Practice: "If you feel tight hands, what do you do?" Follow the guide path. "I follow my guide to stay safe!"
4
Graduation (5 min)
Give star sticker. Tape Guide to desk or in Calm Corner for daily reference.
SDI Focus
Generalization Transfer skills from lesson to real life. Guide must be visible during stress periods.
Agency Student choice increases buy-in and likelihood of independent use.
My Explorer Guide Visual Explorer Guide
Name: ________________
1
I feel...
Frustrated
Silly
Worried
2
Body Clues...
👊
💓
🥵
🦋
3
I can use...
💨 Breaths
🧘 Corner
🧸 Senses
💪 Power
😌
I feel calm and safe!
Circle your choices to make your plan!
Explorer Guide Teacher Plan Teacher Lesson Plan
Lesson 8: Explorer Guide
Emotion Explorers SDI
Learning Target
I can make my own plan to stay calm.
Success Criteria
I will circle one body clue and one tool on my Explorer Guide.
Materials
Explorer Guide visual template, Star stickers.
Time
10-15m
1
Recap (3 min)
"You know how you feel, what your body says, and how to stay calm. Today, we make your official guide."
2
My Plan (7 min)
Use template. Student picks: 1. Main Yellow feeling, 2. Body signal, 3. Favorite tool. Circle or sticker choices.
3
Pledge & Post (5 min)
Practice following the path. "I follow my guide to stay safe!" Tape the guide to his desk.
SDI Adaptation
This is about agency. If the student can't choose, offer "This or That" choices. Ensure the Guide is taped at his eye-level when seated.
