K-2 through 2nd Grade

Activity Lesson Plan

Happy and Sad

Love of Learning: Increased and improved academic success

Emotional Competence: Ability to identify feelings and apply age-appropriate coping strategies

Outing:

1. Review ground rules (listen to directions, hold hands with PPM when crossing streets, etc.)

2. Have a conversation to check in where the Achiever is both mentally and emotionally. Relate it back to

how PPM feels/has felt with relation to Achiever’s state of mind.

3. Introduction of the day’s activity

4. Establish an equally agreed upon agenda that works for both PPM and Achiever (snack, reading, activity,

HW, etc). Try your best to incorporate one of your Achiever’s personal interests (e.g. dinosaurs) into the

outing (conversations, books, coloring activities, etc.).

5. Activity (wherever it may fall in the day’s agenda):

a. Topic: Identify emotions happy and sad

i. Activity without Materials:

1. Sit down and make happy and sad faces at each other to identify the faces: a)

kind of happyhappyreally happy; b) not happysadreally sad.

2. Talk about a time when you and your Achiever felt really happy and really sad.

3. Ask about what your Achiever did when they felt this way.

ii. Activity with Materials:

1. “Blank Face” handout

a. Color in the “blank face” with one that is really happy and one that is

really sad. Talk about these faces and follow steps 2 and 3 from above.

b. Materials: handout, crayons/markers

2. “Cut out and Paste Face” handout

a. Cut out the different types of facial attributes to create a happy and a

sad face. Talk about these faces and follow steps 2 and 3 from above.

b. Materials: handout, scissors, glue/tape, crayons/markers

6. Closings:

a. Individual Closing:

i. Occurs: on the way home from the outing

ii. Includes: reviewing/checking in with the Achiever on the activity topic

K-2 through 2nd Grade

Activity Lesson Plan

Angry and Frustrated

Love of Learning: Increased and improved academic success

Emotional Competence: Ability to identify feelings and apply age-appropriate coping strategies

Outing:

1. Review ground rules (listen to directions, hold hands with PPM when crossing streets, etc.)

2. Have a conversation to check in where the Achiever is both mentally and emotionally. Relate it back to

how PPM feels/has felt with relation to Achiever’s state of mind.

3. Introduction of the day’s activity

4. Establish an equally agreed upon agenda that works for both PPM and Achiever (snack, reading, activity,

HW, etc). Identify a personal interest to carry through the outing (e.g. talking/reading about dinosaurs,

etc)

5. Activity (wherever it may fall in the day’s agenda):

a. Topic: Identify emotions angry and frustrated

i. Activity without Materials:

1. Ask the Achiever if they know what the differences between the two feelings

might be.

2. Give them a definition:

a. Angry—when something or someone is really bothering you. E.g., when

someone takes one of your toys without asking and you didn’t like it.

b. When they continue to take those toys every day of the week even

when you ask them to stop every time, you feel frustrated because

nothing is changing the way you want it to change.

3. Ask the Achiever if they can think of a time when they felt frustrated and angry

4. End with making an angry face.

ii. Activity with Materials:

1. “My Meter Barometer” handout

a. Color the different levels for feeling angry or frustrated in different

colors. Write in/talk about what makes the Achiever feel a certain way

to help the Achiever connect the different levels to situations in their

own lives.

b. Materials: handout, crayons/markers

2. “Feeling Show” handout

a. Identify different areas where you feel angry or frustrated. For example,

you feel it in your fists or your heart.

b. Materials: handout, crayons/markers

6. Closings:

a. Individual Closing:

i. Occurs: on the way home from the outing

ii. Includes: reviewing/checking in with the Achiever on the activity topic

K-2 through 2nd Grade

Activity Lesson Plan

Loved

Love of Learning: Increased and improved academic success

Emotional Competence: Ability to identify feelings and apply age-appropriate coping strategies

Outing:

1. Review ground rules (listen to directions, hold hands with PPM when crossing streets, etc.)

2. Have a conversation to check in where the Achiever is both mentally and emotionally. Relate it back to

how PPM feels/has felt with relation to Achiever’s state of mind.

3. Introduction of the day’s activity

4. Establish an equally agreed upon agenda that works for both PPM and Achiever (snack, reading, activity,

HW, etc). Identify a personal interest to carry through the outing (e.g. talking/reading about dinosaurs,

etc)

5. Activity (wherever it may fall in the day’s agenda):

a. Topic: Identify emotion love

i. Activity without Materials:

1. Talk about someone or some people in the Achiever’s life that they love, why

they love them, and how they show their love for them.

2. Talk about how those people show their love back to the Achiever (actions,

words, etc)

3. Talk about how it makes the Achiever feel when they know someone loves

them. Make sure to incorporate the concept of feeling good about oneself.

4. If it comes up, talk about appropriate ways vs. inappropriate to show affection.

ii. Activity with Materials:

1. Make a card for someone they love

a. Make a card for someone the Achiever loves while talking about the

steps 1-3 from above. Write a sentence in the card of why they love the

person for whom they are making the card.

b. Materials: paper, crayons/markers

6. Closings:

a. Individual Closing:

i. Occurs: on the way home from the outing

ii. Includes: reviewing/checking in with the Achiever on the activity topic

K-2 through 2nd Grade

Activity Lesson Plan

Scared

Love of Learning: Increased and improved academic success

Emotional Competence: Ability to identify feelings and apply age-appropriate coping strategies

Outing:

1. Review ground rules (listen to directions, hold hands with PPM when crossing streets, etc.)

2. Have a conversation to check in where the Achiever is both mentally and emotionally. Relate it back to

how PPM feels/has felt with relation to Achiever’s state of mind.

3. Introduction of the day’s activity

4. Establish an equally agreed upon agenda that works for both PPM and Achiever (snack, reading, activity,

HW, etc). Identify a personal interest to carry through the outing (e.g. talking/reading about dinosaurs,

etc)

5. Activity (wherever it may fall in the day’s agenda):

a. Topic: Identify emotion scared

i. Activity without Materials:

1. Talk about what scares you.

2. When you/your Achiever feel scared, what makes you/your Achiever feel

better?

3. What other ways are there to feel better?

ii. Activity with Materials:

1. Draw a scenario

a. Draw and/or write about what the Achiever is afraid of.

b. Write down ways near the picture that can help the Achiever to feel

better.

c. Materials: paper, crayons/markers

6. Closings:

a. Individual Closing:

i. Occurs: on the way home from the outing

ii. Includes: reviewing/checking in with the Achiever on the activity topic

K-2 through 2nd Grade

Activity Lesson Plan

Excited

Love of Learning: Increased and improved academic success

Emotional Competence: Ability to identify feelings and apply age-appropriate coping strategies

Outing:

1. Review ground rules (listen to directions, hold hands with PPM when crossing streets, etc.)

2. Have a conversation to check in where the Achiever is both mentally and emotionally. Relate it back to

how PPM feels/has felt with relation to Achiever’s state of mind.

3. Introduction of the day’s activity

4. Establish an equally agreed upon agenda that works for both PPM and Achiever (snack, reading, activity,

HW, etc). Identify a personal interest to carry through the outing (e.g. talking/reading about dinosaurs,

etc)

5. Activity (wherever it may fall in the day’s agenda):

a. Topic: Identify emotion excited

i. Activity without Materials:

1. Ask about the word and what the Achiever thinks it means. (E.g., Feeling excited

is when you’re looking forward to something, like your birthday or a baseball

game, and you feel so happy and are ready to just jump up and go do it.)

2. Talk about what excites you/your Achiever.

3. What do you look like when you’re excited? What do you do? (dance around,

jump up and down, big smile, etc.)

4. Make it fun!

ii. Activity with Materials:

1. Fun game

a. Let the Achiever pick a game they really love (tag, board game, etc.)

b. During the game, you both must show excitement on your faces (over

animated)

c. Materials: space and/or materials to play chosen game

6. Closings:

a. Individual Closing:

i. Occurs: on the way home from the outing

ii. Includes: reviewing/checking in with the Achiever on the activity topic

K-2 through 2nd Grade

Activity Lesson Plan

Lonely

Love of Learning: Increased and improved academic success

Emotional Competence: Ability to identify feelings and apply age-appropriate coping strategies

Outing:

1. Review ground rules (listen to directions, hold hands with PPM when crossing streets, etc.)

2. Have a conversation to check in where the Achiever is both mentally and emotionally. Relate it back to

how PPM feels/has felt with relation to Achiever’s state of mind.

3. Introduction of the day’s activity

4. Establish an equally agreed upon agenda that works for both PPM and Achiever (snack, reading, activity,

HW, etc). Identify a personal interest to carry through the outing (e.g. talking/reading about dinosaurs,

etc)

5. Activity (wherever it may fall in the day’s agenda):

a. Topic: Identify emotion lonely

i. Activity without Materials:

1. Play a game to simulate feeling left out

a. Have a small group where one Achiever is left out on the side for a

minute or two during the game. Have another Achiever ask to include

them.

b. Switch until everyone has had a chance.

c. Then, play with everyone included and talk about the importance of

including people, and the feelings they may have when someone is left

out and feeling lonely.

2. Talk about/brainstorm different things the Achiever can do when they are by

themselves or with only one other person and they don’t know what to do.

a. E.g., practice hopscotch, invent dance moves, read a book, etc.

ii. Activity with Materials:

1. “Lonely Picture Scenarios” handout

a. Talk about what might be going on in the pictures. What is everyone

feeling/thinking?

b. Talk about what could change so that the lonely person might feel

better? What could the lonely person do to make themselves feel

better?

c. Materials: handout

6. Closings:

a. Individual Closing:

i. Occurs: on the way home from the outing

ii. Includes: reviewing/checking in with the Achiever on the activity topic

K-2 through 2nd Grade

Activity Lesson Plan

Bored

Love of Learning: Increased and improved academic success

Emotional Competence: Ability to identify feelings and apply age-appropriate coping strategies

Outing:

1. Review ground rules (listen to directions, hold hands with PPM when crossing streets, etc.)

2. Have a conversation to check in where the Achiever is both mentally and emotionally. Relate it back to

how PPM feels/has felt with relation to Achiever’s state of mind.

3. Introduction of the day’s activity

4. Establish an equally agreed upon agenda that works for both PPM and Achiever (snack, reading, activity,

HW, etc). Identify a personal interest to carry through the outing (e.g. talking/reading about dinosaurs,

etc)

5. Activity (wherever it may fall in the day’s agenda):

a. Topic: Identify emotion bored

i. Activity without Materials:

1. Talk to the achiever about how they use the word bored and what the feel

when they say it.

a. What are some times you feel bored? (ask the achiever to come up with

some times)

b. Do you ever feel bored or say you are bored when you don’t want to do

something?

i. How about when something is difficult? i.e. “I have a hard time

with math so sometimes I will say ‘math is boring’ or ‘I’m

bored.’”

c. Sometimes bored can mean other things- you can feel bored when you

don’t like something, don’t want to do homework, etc.

d. Talk about/brainstorm different things the Achiever can do when they

are bored/feel bored.

i. Can you get help from others? Who can help you?

ii. What are some things you do when you are bored?

6. Closings:

a. Individual Closing:

i. Occurs: on the way home from the outing

ii. Includes: reviewing/checking in with the Achiever on the activity topic

K through 2nd Grade

Activity Lesson Plan

Embarrassed

Love of Learning: Increased and improved academic success

Emotional Competence: Ability to identify feelings and apply age-appropriate coping strategies

Outing:

1. Review ground rules (listen to directions, hold hands with PPM when crossing streets, etc.)

2. Have a conversation to check in where the Achiever is both mentally and emotionally. Relate it back to

how PPM feels/has felt with relation to Achiever’s state of mind.

3. Introduction of the day’s activity

4. Establish an equally agreed upon agenda that works for both PPM and Achiever (snack, reading, activity,

HW, etc). Identify a personal interest to carry through the outing (e.g. talking/reading about dinosaurs,

etc)

5. Activity (wherever it may fall in the day’s agenda):

a. Topic: Identify emotion embarrassed

i. Activity without Materials:

1. Ask if the Achiever know what “embarrassed” means

a. Come up with a story together of a person that was embarrassed.

2. Tell how the person handled being embarrassed in the story (e.g. Johnny spilled

his drink in front of everyone in the lunch room and everyone laughed. He then

screamed and dumped milk on others)

3. Talk about coping (e.g. Did Johnny handle the situation well? What could he

have done differently/better?)

a. What are the different ways to handle it? (hurtful ways vs. good ways)

ii. Activity with Materials:

Materials: paper, pen/markers/pencil

1. Follow the above steps

2. PPM comes up with situation where achiever feels embarrassed. Achiever acts it

out, including what they think they should do.

3. Achiever then comes up with situation for PPM. PPM does same as above.

4. Talk about how everyone feels embarrassed, but needs to step back and take

control of the situation (i.e. make it okay, ignore it, etc.).

6. Closings:

a. Individual Closing:

i. Occurs: on the way home from the outing

ii. Includes: reviewing/checking in with the Achiever on the activity topic

K through 2nd Grade

Activity Lesson Plan

Worried

Love of Learning: Increased and improved academic success

Emotional Competence: Ability to identify feelings and apply age-appropriate coping strategies

Outing:

1. Review ground rules (listen to directions, hold hands with PPM when crossing streets, etc.)

2. Have a conversation to check in where the Achiever is both mentally and emotionally. Relate it back to

how PPM feels/has felt with relation to Achiever’s state of mind.

3. Introduction of the day’s activity

4. Establish an equally agreed upon agenda that works for both PPM and Achiever (snack, reading, activity,

HW, etc). Identify a personal interest to carry through the outing (e.g. talking/reading about dinosaurs,

etc)

5. Activity (wherever it may fall in the day’s agenda):

a. Topic: Identify emotion worried

i. Activity without Materials:

1. Ask if the Achiever know what “worried” means

a. Talk about small v. big worries

2. Talk about coping skills—what to do to sooth yourself when you feel worried

(e.g. deep breaths). Have achiever come up with ideas on what to do.

3. Try deep breaths together.

4. Talk about who you can go to when you feel worried.

ii. Activity with Materials:

1. Sit in circle and do yoga, other stretches and take deep breaths.

2. Talk about taking that worried feeling and “breathing it out”. Make your bodies

spaghetti.

6. Closings:

a. Individual Closing:

i. Occurs: on the way home from the outing

ii. Includes: reviewing/checking in with the Achiever on the activity topic