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 Achievers state of mind.
3. Introduction of the days 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 Achievers personal interests (e.g. dinosaurs) into the
outing (conversations, books, coloring activities, etc.).
5. Activity (wherever it may fall in the days 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 Achievers state of mind.
3. Introduction of the days 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 days 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. Angrywhen something or someone is really bothering you. E.g., when
someone takes one of your toys without asking and you didnt 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 Achievers state of mind.
3. Introduction of the days 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 days agenda):
a. Topic: Identify emotion love
i. Activity without Materials:
1. Talk about someone or some people in the Achievers 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 Achievers state of mind.
3. Introduction of the days 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 days 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 Achievers state of mind.
3. Introduction of the days 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 days 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 youre 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 youre 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 Achievers state of mind.
3. Introduction of the days 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 days 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 dont 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 Achievers state of mind.
3. Introduction of the days 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 days 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 dont 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 Im
bored.
c. Sometimes bored can mean other things- you can feel bored when you
dont like something, dont 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 Achievers state of mind.
3. Introduction of the days 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 days 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 Achievers state of mind.
3. Introduction of the days 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 days 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 skillswhat 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