Group Rules Visual Poster Group Rules
How Social Stars work together!
Listen Quietly
Keep your voice calm and ears open.
Raise Your Hand
Put your hand up before speaking.
Be Respectful
Use kind words and gentle hands.
Wait Your Turn
Take turns and share materials.
Thumbs Up = I Understand!
Feelings Chart Visual Display How Do I Feel?
Be a Feelings Detective!
😊
Happy
• Big Smile
• Bright Eyes
• Relaxed Body
😢
Sad
• Frowning
• Tears
• Quiet Voice
😲
Surprised
• Wide Eyes
• Mouth Open
• Raised Brows
😤
Angry
• Frown/Scowl
• Tense Body
• Loud Voice
"Look for the clues on their face!"
Emotion Flashcards Set 😊
Happy
"I have a big smile!"
😢
Sad
"I might feel like crying."
😲
Surprised
"Look at my wide eyes!"
😤
Angry
"My body feels very tight."
Session 1 Lesson Plan Teacher Resource Rules & Feelings
Session 1 • Social Stars Quest
30 Minutes
Objective
Students will learn and practice group rules and identify emotions in themselves and others through visuals and interactive activities, establishing a supportive environment.
Why This Matters
Understanding group rules and emotions helps students with autism and ADHD engage safely and confidently in social settings, promoting self-awareness and positive peer interactions.
Materials
Feelings Chart
Emotion Flashcards
Group Rules Poster
Chart Paper & Markers
Timer & Stickers
Preparation
• Review student IEP/504 accommodations
• Print and laminate all visual charts
• Display Rules Poster in meeting area
• Arrange seating in a circle
• Gather timer and stickers
• Set up chart paper scenarios
Instruction Procedure
5m
Warm-Up & Greeting
Invite students to sit in a circle. Hand each an Emotion Flashcard. Model greeting: "My name is... and I feel..." Encourage full sentences.
8m
Introduce Group Rules
Show Group Rules Poster. Read rules aloud with examples. Use thumbs-up/down for check. Role-play "raising hand" with a volunteer.
10m
Feelings Identification
Display Feelings Chart. Show scenario pictures on chart paper. Have students point to matching emotions and name clues (e.g., "They are smiling!").
5m
Scripted Role-Play
Teach script: "Hi, I'm ____. I feel ____." Teacher models with puppet. Pairs practice taking turns using visual cue cards.
2m
Cool-Down & Reflection
Share one thing learned. Praise participation and hand out stickers for effort. Remind students rules will be used every time.
Session 1 Slides Presentation Social Stars Quest
Session 1: Group Rules & Feelings
Learn the Rules Share Feelings
Teacher Notes:
Welcome students! Today we’re starting our Social Stars Quest. We’ll learn our group rules and how to talk about feelings. Use a calm, enthusiastic tone.
Warm-Up & Greeting
1
Sit in a circle
2
Pick one Emotion Flashcard
3
Say: "My name is ____. I feel ____."
Model first:
Teacher Notes:
Hand each student an emotion flashcard. Model clearly. Encourage full sentences.
Our Group Rules
1. Listen Quietly
Calm voices and open ears.
2. Raise Hand
Wait for your turn to speak.
3. Be Respectful
Kind words to our friends.
Teacher Notes:
Display poster. Read each rule clearly. Ask for thumbs-up/down to check understanding.
Let's Practice!
Rule: "Raise your hand to speak"
1 Watch the puppet show
2 One volunteer tries it
3 Everyone tries it!
Teacher Notes:
Model with a puppet. Keep it playful. Praise the specific action of raising the hand.
Feelings Detective
😊
Happy
😢
Sad
😲
Surprised
Point and name each feeling!
Teacher Notes:
Show scenarios. Ask: "How do you know they feel happy?" Focus on facial clues.
Talking Time
Our Script:
"Hi, I'm ____.
Teacher Notes:
Teacher models with a puppet first. Then pairs practice. Show cue cards if needed.
Great Job, Stars!
Share 1 thing you learned
Get your session sticker
Remember our rules!
See you in
Teacher Notes:
Bring everyone back to the circle. Celebrate their effort and specific rule-following.
Session 1 Instructional Script Guide Instructional Script
Session 1 • Social Stars Quest
Warm-Up & Greeting (5 min)
Teacher:
"Good morning, Social Stars! I’m so happy to see you today. We’re going to start by sharing how we feel. I’m going to give each of you one Emotion Flashcard. When you get your card, look at the picture. Then I’ll ask you to tell me your name and how you feel. Use full sentences, please!"
[Hand flashcards to students]
Teacher:
"All right, Mariana—what’s your name and how are you feeling today?"
[Wait 5 seconds for response]
Teacher:
"Thank you, Mariana. You said, ‘My name is Mariana. I feel happy.’ Can everyone show me your happiest face?"
Introduce Group Rules (8 min)
Teacher:
"Every team needs a few rules to help us work together safely. Let’s look at our Poster.
Rule 1: Listen quietly. That means voices are calm and ears are open.Raise your hand to speak. Put your hand up and wait for me to call on you.Be respectful. Use kind words and gentle hands."
[Practice Rule 2 with Benny Bear puppet]
Teacher (as puppet):
"I have something to say! Can I share?"
Teacher:
"Benny Bear, you raised your hand—great job! Now you all try: if you want to speak, show me by raising your hand."
Feelings Identification (10 min)
Teacher:
"Let’s see how well we can read feelings. Look at our chart. I'll point, and you tell me the feeling. [Point to Happy] What feeling is this? Yes—happy! How do you know?"
[Wait for responses; point to Sad and Surprised]
Teacher:
"Fantastic detectives—your eyes are noticing all the clues! Look at those smiles and wide eyes!"
Scripted Role-Play (5 min)
Teacher:
"Next, we’ll use our script: ‘Hi, I’m ____. I feel ____.’ Watch Lily Lion. [As puppet] 'Hi, I'm Lily Lion. I feel excited.' Now you try with a partner."
[Pair students and circulate]
Cool-Down & Reflection (2 min)
"Let’s sit back in our circle. Tell me one thing you learned today. [Share your own first]. You all did amazing work. Here’s a sticker for your effort—great job, Social Stars! See you next time!"
Session 1 Warm Up Activity Guide 5 Minutes
Greeting & Check-In
Warm-Up Activity • Session 1
1
The Circle
Invite students to sit in a circle and greet each one by name with a warm smile.
2
The Cards
Hand each student one Emotion Flashcard . Tell them to look at the face on the card.
3
The Share
Teacher Models:
"My name is Ms. Taylor. I feel happy."
Ask each student:"What's your name and how are you feeling today?"
Sticker Time!
Celebrate every full sentence!
Session 1 Cool Down Activity Guide 2 Minutes
Reflection Time
Cool-Down Activity • Session 1
1
Back to the Circle
Invite everyone to sit back in a circle. Take a deep breath together.
2
The Big Question
"Tell us one thing you learned today."
3
Reward & Farewell
Hand out stickers for effort and persistence. Remind them of the "Social Star" rules.
Group Clap!
See you for Session 2!
Session 1 Feelings Detective Activity Guide Feelings Detective
Objective: Spot facial clues & match emotions
10 Minutes
How to Play
1
Detective Intro (2m)
Explain: "Detectives look for clues—like smiles or wide eyes—to figure out how someone feels." Pass around a magnifying glass or badge.
2
Detective Matching (5m)
Pair students. One shows a Scenario Card and asks, "I'm a detective! What do you see?" The partner matches it to the Feelings Chart .
3
Group Share (3m)
Bring the class together. Each pair shares one scenario and the clues they spotted (e.g., "tears" or "curved mouth").
Materials
• Feelings Chart
• Scenario Pictures
• Magnifying Glass
• Detective Badges
• Chart Paper
Pro Tip
Encourage students to use specific descriptive words for clues instead of just saying "He looks sad."
Class Detective Log (Sample)
Scenario Card The Emotion The Clues! Opening a Gift Surprised Wide eyes, mouth open Falling Down Sad Frown, wiping eyes Getting Ice Cream Happy Big smile, relaxed hands
Session 1 Discussion Prompts Guide Teacher Resource Discussion Guide
Session 1 • Social Stars Quest
TOPIC 1: OUR RULES
Why do we have Group Rules?
Question Prompt:
"Why do we have Rule 1 (Listen quietly)? How does it help our group?"
Follow-Up A
What might happen if we didn't listen quietly?
Follow-Up B
How can you remind a friend to listen quietly?
Teacher Notes Area
Topic 2: Feelings
Recognizing our Emotions
Question Prompt:
"Pick one emotion (happy, sad, or surprised). Tell us a time you felt that way. What clues helped you know?"
Follow-Up A
How do you think a friend looks if they feel sad?
Follow-Up B
What can you do to help a friend who looks sad?
Topic 3: Game
Act It Out & Guess
"In pairs, choose an emotion from the chart. One student acts it out (no words), the other guesses!"
Guessing Script
"I think you feel ____, because I saw ____."
Reflection & Goal Setting
"Name one rule you will remember and one thing you will do if you see a friend feeling sad."
Session 1 Emotion Matching Worksheet Student Work Social Star Name
Date
Emotion Matching
How do they feel?
1
Match the Emotion
Look at each face. Write the name of the emotion on the line.
😊
Emotion
😢
Emotion
😲
Emotion
😤
Emotion
2
Draw the Emotion
Draw someone feeling Happy:
Draw someone feeling Sad:
Personal Space Chart Visual Poster My Personal Space
Finding the perfect "Bubble" zone!
Zone How Far? How it Feels Icon Too Close Less than arm's length Squishy, uncomfortable 😣 Comfortable About one arm's length Just right for talking and playing 🙂 Too Far More than two arms Too far to hear or join in 😶
Check Your Bubble
Stretch your arm out to see which zone your friend is in.
Use Your Words
Say "Please step back" if someone is in your red zone.
Boundary Role Play Cards Set Boundary Practice Cards
Practice using your words!
Scenario 1
A friend stands very close to you while talking.
Say this:
"Please step back, that's too close."
Scenario 2
Someone tries to look at your paper from right over your shoulder.
Say this:
"Please step back, I need my space."
Scenario 3
A friend is standing so close you can't see the teacher.
Say this:
"Can you move back? I can't see."
Scenario 4
Someone steps into your hula hoop bubble during the game.
Say this:
"Stop! That's my personal bubble."
Session 2 Lesson Plan Teacher Resource Bubbles & Boundaries
Session 2 • Social Stars Quest
30 Minutes
Objective
Students will recognize personal space boundaries, practice maintaining their “bubbles,” and use simple scripts to ask others to step back for comfortable interaction.
Why This Matters
Understanding and respecting personal space helps students with autism and ADHD feel safe and confident in social situations, reducing discomfort and misunderstandings.
Materials
Personal Space Chart
Hula Hoop Markers
Boundary Cards
Timer & Stickers
Preparation
• Review student IEP/504 accommodations
• Print and laminate Personal Space Chart
• Place hula hoops on floor as markers
• Arrange seating around play area
• Gather a timer and stickers
• Prepare boundary script cards
Instruction Procedure
5m
Warm-Up Activity
"Bubble Stretch": stretch arms wide to make a bubble, then "pop" it. Each student says their name and shows their "bubble" with arms out.
8m
Introduce Personal Space
Display Personal Space Chart. Explain zones: Too Close, Comfortable, Too Far . Model each zone by moving toward/away from a volunteer.
10m
Hula Hoop Boundary Game
Students stand in hula hoops (their bubbles). Teacher moves; students adjust inside hoops. Practice saying "Stop" if teacher enters a hoop.
5m
Scripted Role-Play
Introduce script: "Please step back, that’s too close." Model with puppet. Pair students to practice with Boundary Cards.
2m
Cool-Down & Reflection
Sit in a circle outside hoops. Share one thing learned about personal space. Hand out stickers for participation.
Session 2 Slides Presentation Deck Resource Social Stars Quest
Session 2: Safe Spaces & Personal Bubbles
Our Bubbles Keeping Boundaries
Teacher Notes:
Welcome back, Social Stars! Today we’ll learn about personal bubbles and how to keep ourselves and others comfortable. Demonstrate big, clear movements.
Warm-Up: Bubble Stretch
Stretch arms WIDE:
Pop—pop—pop!
"My name is ____.
Teacher Notes:
Lead a fun warm-up. Ensure students have enough physical space to stretch their arms without touching others.
Our Bubble Zones
😣
Too Close
Squishy and uncomfortable
🙂
Comfortable
Just right for talking
😶
Too Far
Too far to join in
Teacher Notes:
Introduce zones. Model each zone by moving toward/away from a volunteer student.
The Hula Hoop Game
Stand inside your hoop
Watch the teacher move
Say "STOP!" if I enter your bubble!
Teacher Notes:
Hoops = personal bubbles. Guide students to stay centered and use a clear, calm "Stop."
Your Boundary Script
"Please step back,
Clear Voice
Calm Body
Teacher Notes:
Teach the script. Model with a puppet who is being "too close" and silly.
Safe Stars Reflect
What did you learn about your bubble?
How do you feel when you have space?
Sticker for using your words!
Safe Space
Teacher Notes:
Bring everyone back outside their hoops. Go around the circle for each student to share.
Session 2 Instructional Script Guide Resource Material Instructional Script
Session 2 • Social Stars Quest
Warm-Up Activity (5 min)
Teacher:
“Good morning, Social Stars! Today we are going to learn about our personal space bubbles. First, let’s stand up and make a big circle so we can see each other. Stretch your arms out wide—like this—to show your bubble. Fantastic bubbles, everyone!”
[Model again, encourage mirroring]
Teacher:
“Let’s pretend to pop the bubbles around us. Pop—pop—pop! When I point to you, say: ‘My name is ____. This is my bubble.’ Use full sentences.”
Introduce Personal Space (8 min)
Teacher:
“Here’s our Space Chart. There are three zones. Zone 1: Too Close —squishy and uncomfortable. Zone 2: Comfortable —just right for talking. Zone 3: Too Far —can’t hear or join in.”
Teacher (stepping in close to a student):
“Now I’m in Zone 1: too close. How does this feel? Shout ‘Too close!’ if it’s uncomfortable.”
[Wait for response; adjust distance]
Teacher:
“Thank you, Detectives. You helped me find the right spot—Zone 2!”
Hula Hoop Game (10 min)
Teacher:
“Stand in the middle of your hoop. Hoops are our safe zones. When I say ‘Move with me,’ I’ll walk closer or farther. If I get too close, use your voice and say ‘Stop!’ Then step back to the edge of your hoop.”
[Play rounds, praising "Great clear stop!"]
Scripted Role-Play (5 min)
Teacher:
“We’ll use this sentence: ‘Please step back, that’s too close.’ Watch Captain Cookie. [As puppet] 'Hello, Ms. Taylor!' Oh, Captain Cookie, you're in my bubble. Please step back, that's too close."
[Pair students to practice with cards]
Cool-Down & Reflection (2 min)
“Let’s sit in a circle outside our hoops. Emma, tell us one thing you learned about personal space. [Go around circle]. Amazing job respecting bubbles today. Here is your sticker!”
Session 2 Warm Up Activity Guide Resource Material 2nd Session 5 Minutes
Bubble Stretch
Warm-Up Activity • Session 2
1
The Wave
Invite students to stand in a circle and wave to each other with big, happy smiles.
2
The Stretch
Lead a Bubble Stretch : stretch arms out wide and say, "This is my bubble."
3
The Pop
Playful Actions:
Pretend to "pop" bubbles around you with a playful "pop–pop–pop!" and bend your knees as you do it.
4
The Name Share
Point to each student. They say:"My name is ____. This is my bubble."
Safe & Sound!
Check for arm-length distance!
Session 2 Bubble Tag Activity Guide Resource Material 2nd Session Game Bubble Tag
Objective: Maintain personal bubbles during movement
10 Minutes
How to Play
1
Set Up Bubbles
Place hula hoops evenly on the floor. Each student stands inside their own hoop—this is their "safe zone."
2
Explain the Tag
One student is the Bubble Buster . Their goal is to tag someone outside their hoop. If you are inside your hoop, you are safe!
3
The Boundary Script
If tagged, step into your hoop and say:"Please step back—that's too close."
Materials
• Hula Hoops (1 per student)
• Open floor space
• Upbeat music (optional)
• Stickers for winners
Safety First
Remind students to use "Gentle Hands" only. No pushing or running into hoops.
Activity Wrap-Up
Ask: "How did it feel to be safe inside your bubble?"
Point out students who used clear, calm voices even when the game was fast and exciting!
Session 2 Personal Space Worksheet Student Work Resource Material Social Star Name
Date
My Personal Space
Session 2 Worksheet
1
Zone Sorting
Look at each situation. Circle the word that fits best.
1. You stand so close to a friend that they step back.
Too Close Comfortable Too Far
2. You stand far away and can’t hear what they are saying.
Too Close Comfortable Too Far
3. You stand at arm’s length and both can talk easily.
Too Close Comfortable Too Far
2
Draw Your Bubble
Draw yourself standing in your personal bubble (use a circle around you).
3
Boundary Script Practice
Write or draw a picture of you using your words:
"Please step back, that's too close."
Session 2 Cool Down Activity Guide Resource Material 2nd Session Reflection 2 Minutes
Bubble Reflection
Cool-Down Activity • Session 2
1
Circle Time
Invite students to sit in a circle just outside their hula hoops. Keep bodies calm.
2
One Thing Learned
"Tell us one thing you learned today about personal space or your bubble."
3
Sticker & Cheer
"Great job using your words and keeping our bubbles safe!"
Social Star Success!
See you for Session 3!
Session 2 Discussion Prompts Guide Teacher Resource 2nd Session Discussion Discussion Guide
Session 2 • Social Stars Quest
TOPIC 1: WHY BUBBLES?
Safe Spaces
Question Prompt:
"Why do we have personal bubbles? How do they help us feel safe?"
Follow-Up A
What might happen if someone steps into your bubble without asking?
Follow-Up B
How can you remind a friend to stay in their own bubble?
Topic 2: Feelings
Inside the Bubble
Question Prompt:
"Think about a time someone stood too close. How did that make you feel? Now think about a good distance—how did that feel?"
Follow-Up A
What can you say if someone is too close?
Follow-Up B
How can you show someone you respect their bubble?
Topic 3: Practice
Role-Play Reflection
"Who can share the sentence you used to keep your bubble safe? What happened next?"
Personal Goal Setting
"Name one thing you will remember about personal space and what you will do if someone is in your bubble."
Teacher Note: Collect student responses to guide supports in upcoming sessions. Praise all efforts to use the boundary script.
Frustration Thermometer Chart Visual Poster 😣
😕
😌
Frustration
Thermometer
How do you feel during a hard task?
3
Very Upset
"I want to give up or shout!"
2
A Bit Upset
"I'm feeling stuck or annoyed."
1
Calm
"I feel good and ready to try."
Check your thermometer level often. If you are in Level 2 or 3, use a Coping Strategy!
Coping Strategy Cards Set My Coping Strategies
Choose a tool from your toolbox!
3 Deep Breaths
Breathe in slow like smelling a flower. Blow out slow like a candle.
Take a Break
Count to 10 or walk to the water fountain. Your brain needs a rest!
Ask for Help
Say: "I'm stuck. Can you help me with this?" It's okay to ask!
Positive Talk
Say: "I can try again," or "It's hard, but I'm learning."
Use a Fidget
Squeeze a stress ball or use a fidget toy to help your body stay calm.
Big Stretch
Stand up and stretch your arms high to the sky!
