Session 1 Plan Teacher Guide Session 1 Plan
Friendship & Feelings Fun
Duration 10 Minutes
Objective
Introduce the student to basic emotions by identifying and naming feelings using visual aids and matching activities, aiming for the student to correctly name at least three emotions by session’s end.
Why This Matters
Understanding and labeling feelings builds self-awareness and communication skills, laying the foundation for coping strategies and positive peer interactions.
Approach
Visual charts and matching games reinforce emotion vocabulary in an engaging, play-based way.
Prep & Materials
Preparation (5 mins)
Print/cut Emotion Word Cards and Matching Sheet
Laminate for reuse if desired
Review Feelings Faces Chart
Set up a quiet, comfortable learning area
Materials Needed
Feelings Faces Chart
Emotion Word Cards
Feeling Matching Activity Sheet
Step-by-Step Instructions
1
Introduction to Feelings
2 Minutes
Show the Feelings Faces Chart.
Say: "These are different feelings. Can you tell me what feeling this face shows?"
Encourage student to point and name feelings; offer prompts as needed.
2
Emotion Word Card Practice
3 Minutes
Spread out the Emotion Word Cards face down.
Prompt: "Let's pick a card. What does it mean to feel 'happy'?"
Student matches word card to the chart with teacher support.
3
Matching Activity
3 Minutes
Hand student the Feeling Matching Activity Sheet.
Prompt: "Find the card that matches each face and place it below the correct picture."
Guide and praise the student for each correct match.
4
Reflection and Check-Out
2 Minutes
Ask: "Which feeling was your favorite? Can you show me your happy face?"
Encourage mimicry of the face and naming of the emotion.
Provide positive feedback: "Great job naming feelings!"
Session 1 Script Facilitator Guide Session 1 Script
Topic: Introducing & Naming Feelings
Tier 3 Individual Support
10 Minute Session
Materials Handout
Faces Chart Word Cards Activity Sheet
Teaching Tips
Sit at eye level. Use exaggerated facial expressions to mirror the emotions being discussed.
1
Welcome & Warm-Up
1 MIN
Teacher: Smiling, at eye level.
Teacher: "Hi there! I’m so happy to see you today. We’re going to have fun talking about feelings. Everybody has feelings—like being happy, sad, or surprised—and we can learn to tell others how we feel."
Action: Give a high-five or fist bump to build rapport.
2
Introduction to Feelings
2 MINS
Teacher: Holding up the Feelings Faces Chart.
Teacher: "Look at this chart—these are different faces showing different feelings. Let’s look at the first one together."
Point to 😀: "What feeling do you think this face is showing?"
Student may say "Happy!"
Teacher: "Yes—happy! My turn to say it: H-A-P-P-Y, happy. Great job!"
Scaffold: "This face has a big smile. Do you think it’s happy or sad?"
Point to ☹️: "Now this one—what do you think? Does this face look happy or sad?"
Student may say "Sad."
Teacher: "That’s right—sad. S-A-D, sad. Fantastic!"
Point to 😠: "How about this face? Is it angry, surprised, or happy?"
Student may say "Angry."
Teacher: "Yes—angry. A-N-G-R-Y, angry. You’re doing awesome!"
3
Emotion Card Practice
3 MINS
Teacher: "Now let’s play a card game! I’ll shuffle these word cards, and you pick one. If you need help reading, just let me know."
1. Student picks 'Happy': "You picked the word ‘happy.’ Can you say ‘happy’ with me? Happy. That means when you feel really good inside—like when you play with your favorite toy!"
2. Matching: "Let's find the happy face on our chart and put this card next to it."
Feelings Faces Chart Visual Aid Feelings Faces Chart
Happy
Big smile and bright eyes!
Sad
Frown and sleepy eyes.
Angry
Squeezed eyes and tight mouth.
Surprised
O-shaped mouth and big eyes!
Emotion Word Cards Flashcards Teacher Instructions
Print on cardstock and cut along the dotted lines to create 4 emotion cards.
Cut Here
Happy
Cut Here
Sad
Cut Here
Angry
Cut Here
Surprised Feelings Matching Activity Worksheet Feelings Matching
Name:
Date:
Skill: Naming
Look at each face. Draw a line to the correct feeling word, or write the word on the line next to the face.
_________________________
_________________________
_________________________
_________________________
Word Bank
happy sad angry surprised
Session 2 Facilitator Guide Session 2 Guide
Deep Dive: Happy & Sad
Duration 10 Mins
Objective
Student will identify situational causes for happy and sad feelings and practice expressing them with words.
Materials
Faces Chart (Session 1)
Happy/Sad Sorting Activity
1
Review & Check-in (2 Mins)
"Hi! Remember our faces from last time? Can you show me a happy face? How about a sad face?"
Action: Mirror the student's expressions and give positive feedback.
2
What makes us feel...? (4 Mins)
Teacher: "I feel happy when I get to eat ice cream! What makes you feel happy?"
Wait for response. Prompt: "Playing with blocks? Seeing your dog?"
Teacher: "Sometimes I feel sad when I drop my toy. What makes you feel sad?"
Wait for response. Validate: "It's okay to feel sad sometimes."
3
Sorting Scenes (3 Mins)
Hand student the Happy/Sad Sorting Activity.
Guide the student to look at the pictures and decide if they go with the happy face or sad face.
4
Check-out (1 Min)
"You did a great job today. Remember, it's good to talk about how we feel. High-five!"
Happy Sad Sorting Worksheet The Happy or Sad Sort
Draw a line from the picture to the face it matches!
HAPPY
Eating Ice Cream
A Broken Toy
Birthday Party
Rainy Day
SAD
Name:
Session 3 Facilitator Guide Session 3 Guide
Skill: Calm Down Breaths
Duration 10 Mins
Objective
Student will learn and practice the 'Dragon Breath' technique to manage frustration or anger.
Materials
Faces Chart (Session 1)
Dragon Breath Visual Aid
1
The Angry Face (2 Mins)
"Hi! Today we're looking at this face." (Point to Angry face). "This face is angry. Our hearts beat fast when we're angry. Do you ever feel like a volcano about to go POP?"
2
Learning Dragon Breath (4 Mins)
Teacher: "When I feel like a volcano, I use my Dragon Breath. Watch me!"
Action: Deep breath in through nose, slow long exhale through mouth like a dragon blowing fire.
"Now you try! Breathe in through your nose... and blow out the fire!"
Practice this 3 times with the student.
3
Dragon Power (3 Mins)
"Next time you feel angry or frustrated, like when blocks fall down, you can use your Dragon Breath to feel calm. Let's look at our Dragon Breath Poster!"
4
Check-out (1 Min)
"You're a Dragon Breath expert! Great job. See you next time!"
Dragon Breath Visual Aid Poster Dragon Breath
Use your dragon power to feel calm!
1
Smell the Flower
Breathe in deep through your nose.
2
Blow Out Fire
Slowly blow all the air out of your mouth.
Feel Calm Like a Dragon
Session 4 Facilitator Guide Session 4 Guide
Skill: Taking Turns
Duration 10 Mins
Objective
Student will demonstrate turn-taking by waiting for a signal (timer or verbal cue) and using 'My Turn/Your Turn' vocabulary.
Materials
A small toy (blocks or car)
Turn-Taking Visual Cues
A simple timer
1
What is a Turn? (2 Mins)
"Hi! Today we're learning about Taking Turns. When we play with friends, we share the fun. Sometimes it's my turn, and sometimes it's your turn!"
2
My Turn, Your Turn (4 Mins)
Show the Turn-Taking Visual Cues.
Teacher: "When I hold this card, it's my turn to use the car." (Play with car for 10 seconds).
"Now, I give the card to you. It's Your Turn!"
Practice passing the toy and the card back and forth 3-4 times.
3
The Timer Game (3 Mins)
"Let's use a timer! When the timer goes 'Ding!', we swap. I'll go first. Ready?"
Use a 30-second timer. Praise the student for waiting patiently: "I love how you're waiting for your turn!"
4
Check-out (1 Min)
"You're a turn-taking superstar! See you next time!"
Turn Taking Visual Cues Visual Aid Teacher Prep
Print and cut these cards. Glue them back-to-back or laminate them to use as a double-sided turn-taking paddle.
My Turn
Your Turn Session 5 Facilitator Guide Session 5 Guide
Skill: The Sharing Secret
Duration 10 Mins
Objective
Student will practice sharing a set of multiple items (e.g., crayons, blocks) and verbalizing "You can have some."
Materials
A basket of 6-8 blocks or toy animals
Sharing Secret Sticker Chart
1
Sharing Makes Us Smile (2 Mins)
"Hi! Today we're learning a secret. It's the Sharing Secret. When we share, our friends feel happy, and that makes us feel happy too!"
2
Giving a Piece (4 Mins)
Teacher holds the basket of blocks.
Teacher: "I have all these blocks. But look—you have none! I want to share. Here, you can have some." (Hand student 3 blocks).
"Now it's your turn. Can you share some blocks with me? Tell me: 'You can have some.'"
Guide the student to hand over a few blocks and use the phrase.
3
Building Together (3 Mins)
"Let's build a tower together using shared blocks. If I need one, I'll ask: 'Can I have one?' and you can share."
Positive Reinforcement: "Wow, you are so kind for sharing those blocks! That's the sharing secret!"
4
Sticker Time (1 Min)
"You shared so well today! Let's put a sticker on your Sharing Chart."
Sharing Secret Sticker Chart Reward The Sharing Secret
I am a Kind Friend!
Super Sharer:
1
2
3
4
5
6
7
The Secret Phrase:
"You can have some!"
Session 6 Facilitator Guide Session 6 Guide
Skill: Listening Ears
Duration 10 Mins
Objective
Student will demonstrate active listening by following one- and two-step directions during a game.
Materials
Listening Ears Visual Aid
Optional: Cardboard ears or headband
1
Turning on the Ears (2 Mins)
"Hi! Today we're learning how to use our Listening Ears. To use them, we need to be quiet, look at the person talking, and think about their words. Let's turn them on—CLICK!"
Action: Touch your ears and encourage student to do the same.
2
Simon Says... (5 Mins)
"Let's play a game! I'll give you a direction. If your listening ears are on, you can do it!"
Directions to try:
"Touch your nose!"
"Clap your hands two times!"
"Stand up and spin around!"
"Touch your knees and then your head!" (2-step)
Praise: "Your listening ears are working so well! You followed that direction perfectly!"
3
Why We Listen (2 Mins)
"When we listen to our friends, it makes them feel important. It also helps us know how to play the game!"
4
Check-out (1 Min)
"Great job listening today! CLICK—let's keep them on for the rest of the day!"
Listening Ears Visual Aid Poster Skill Practice
Listening Ears
How to Listen:
1
Eyes look at the person
2
Voice is quiet
3
Brain thinks about the words
"My ears are ON and ready!"
Session 7 Facilitator Guide Session 7 Guide
Skill: Personal Space Bubble
Duration 10 Mins
Objective
Student will understand the concept of physical boundaries and demonstrate keeping an arm's length distance from others.
Materials
Personal Space Bubble Worksheet
Hula hoop or piece of string (optional)
1
The Invisible Bubble (2 Mins)
"Hi! Today we're talking about our Space Bubble. Imagine you have a big, invisible bubble all around you. It's your special space where you feel safe and comfortable."
Action: Use your arms to draw a large circle in the air around yourself.
2
The Space Check (4 Mins)
"Let's see how big your bubble is! Reach out your arms. If you can touch me, you're a little too close to my bubble. Let's take one step back."
Practice walking near the student and having them say: "Please stay in your bubble" or "One step back, please."
Teacher Note: Model appropriate distance. If they get too close, gently guide them back.
3
Bubble Drawing (3 Mins)
"Let's color your bubble! On this page, you can draw yourself inside your bubble with your favorite toys."
Hand student the Personal Space Bubble Activity.
4
Check-out (1 Min)
"You're an expert at keeping your bubble safe! Great job today!"
Personal Space Bubble Activity Worksheet My Space Bubble
Name:
Safe Space
Draw yourself in the middle.
Teacher: Encourage the student to draw their "bubble" as a safe, happy place. Remind them that they have space all around them and it's okay to ask others to give them room.
Session 8 Facilitator Guide Session 8 Guide
Skill: Kind Words Power
Duration 10 Mins
Objective
Student will identify 'Kind Words' (please, thank you, nice job) and practice using them to encourage others.
Materials
Kind Words Garden Worksheet
Crayons
1
Words are Like Seeds (2 Mins)
"Hi! Today we're learning about Kind Words. Kind words are like seeds. When we say them, they grow into happy feelings for our friends!"
2
Kind Word Practice (4 Mins)
"Let's practice some! If you help me pick up this toy, I say: 'Thank you!' That makes you feel good, right?"
"What if I'm trying to build a tall tower and it falls down? You could say: 'Nice try!' or 'You can do it!'"
Practice giving and receiving simple compliments with the student.
3
Garden of Kindness (3 Mins)
"Let's color your Kind Words Garden. Every flower has a special kind word on it!"
4
Check-out (1 Min)
"You have the power of kind words! High-five for being a great friend!"
Session 9 Facilitator Guide Session 9 Guide
Skill: Asking to Play
Duration 10 Mins
Objective
Student will learn and practice a 3-step script (Look, Wait, Ask) for joining a peer's play activity.
Materials
Asking to Play Visual Cue Card
Stuffed animals or teacher acting as "friend"
1
Joining the Fun (2 Mins)
"Hi! Today we're learning how to ask a friend: "Can I play?" Sometimes we see a friend playing and we want to join. We have a special way to do that!"
2
Look, Wait, Ask (5 Mins)
Show the Asking to Play Visual Cue.
1
LOOK: Stand near the friend and see what they are doing.
2
WAIT: Wait for a little break in the action.
3
ASK: Say, "Can I play?" with a friendly voice.
Roleplay: Teacher pretends to play with cars. Guide the student through the 3 steps.
3
What if they say no? (2 Mins)
"Sometimes a friend says 'Not right now.' That's okay! We can say 'Okay' and find something else to do. We can try asking again later!"
4
Check-out (1 Min)
"You are ready to join the fun! Great roleplaying today!"
Asking to Play Visual Reminder Card Can I Play?
3 Steps to Join the Fun!
Step 1
LOOK
Watch what your friend is doing.
Step 2
WAIT
Wait for a little break in the play.
Step 3
ASK
Say: "Can I play?"
"You're a Great Playmate!"
Session 10 Facilitator Guide Session 10 Guide
Friendship Superstar Review
Final Session 10 Mins
Objective
Student will review and celebrate all skills learned (Feelings, Breaths, Sharing, Turns, Space, Listening, Kind Words, Asking to Play).
Materials
Friendship Superstar Certificate
Review game (Stickers or small prizes)
1
Celebration Time! (2 Mins)
"Hi! Today is a very special day. You have finished all your friendship sessions! You have learned so much. Today we're going to celebrate YOU!"
2
The "I Can" Challenge (5 Mins)
"Let's see if you can remember your superstar skills! If you can do the challenge, you get a sticker!"
FEELINGS: Show me a surprised face!
BREATH: Show me a Dragon Breath!
SHARING: Hand me a toy and say "You can have some."
SPACE: Show me where your bubble is!
Teacher: Celebrate every correct answer with high energy and praise.
3
Superstar Certificate (2 Mins)
"Because you are such a great friend and learned all these skills, I have something special for you."
Present the Friendship Superstar Certificate. Read it aloud with the student.
4
Final High-Five (1 Min)
"I am so proud of you. Keep using your friendship skills every day! BIG high-five!"
Friendship Superstar Graduation Certificate Friendship Superstar
Certificate of Achievement
This is proudly presented to
___________________________
for learning to name feelings, share toys, take turns, and being an amazing friend!
Teacher Signature
Date
