Objective(s): To identify their own actions associated with their emotions 

Resources: 

• “Fuzzy felt face”  
• Mind map from Lesson 1 
• “Actions and emotions” sheet 

Learning Outcomes: 

• I can identify how I behave when I feel certain emotions 

Activities 

• “Fuzzy felt face” - Ask the student to display a face which represents how they are feeling today.  
• Look at the mind map from Lesson 1, reflecting on the “big feelings” they were talking about last time.  
• Focussing on one feeling at a time, ask the student to think about how they behave when they are feeling those big emotions. 

Look at the “Actions and Emotions” sheet and work through the questions for each scenario.  For each of the situations given below, ask the following three questions: 

• Name the feeling: 
• How could I react in a harmful way?  (Think about what I might say or do, body language, tone of voice, etc.) 
• How could I react in a helpful way? 

Assessment 

Add the behaviour responses to their big emotions onto the mind map. 

Objective(s): To understand that emotions do not occur in isolation 

Resources:

• “Fuzzy felt face”  
• “Double Dip Feelings” by Barbara Cain 
• “Mixed Feelings” worksheet 

Learning Outcomes: 

• I can talk about feeling more than one emotion at once  

 Activities 

• “Fuzzy felt face” - Ask the student to display a face which represents how they are feeling today.  
• Think back to last lesson, when we looked at how you behave when feeling certain emotions, in terms of mind and body.  (you could get out the work from last time)
• Have a look at the Actions and Emotions Worksheet – are there any body reactions or mind reactions that are the same? 
• Discuss that you can confuse what you are feeling as some of the reactions might be the same, but also that it is possible to feel a lot of different emotions at once.   
• Either discuss examples of when you might feel more than one feeling at once (e.g. excited and nervous) or use the book “Double Dip Feelings” as a prompt for discussion. 

Assessment 

Work through the “Mixed Feelings” worksheet.

Objective(s): To understand the physical manifestation of emotions, e.g. fight or flight 

(Adapted from How to Talk to Children about Flight, Fight and Freeze by Billy Brodovsky and Kate Kiernan (2017)) 

Resources: 

• “Fuzzy felt face”  
• “Fight, Flight or Freeze” activity sheet
• Fight, Fright or Freeze further information 

Learning Outcomes: 

• I can talk about fight, flight and freeze responses 

Activities 

“Fuzzy felt face” - Ask the student to display a face which represents how they are feeling today.  

Ask the student if they remember talking about fight or flight before?  Tell them there is another reaction called “freeze”.  Use the scripts below:  

“Did you know that we have a part of our brain called the amygdala, it is like an alarm in your brain, it is always checking to see if you are safe? If you get worried, stressed or scared then it turns on the alarm and it gets hard to think clearly. Our bodies can respond by going into freeze, flight or fight.” 

 “Have you ever jumped out and said ‘boo’ to someone?   Have you noticed that sometimes people look like a statue they are so surprised? We call that freeze.  

Have you noticed that sometimes people start backing up and moving away like they are trying to run away? We call that flight.   

Have you noticed that sometimes people get really mad that you said ‘boo’ and raise their voice and even make you want to back up? We call that fight.   

So when our bodies go into freeze or flight or fight they are responding just the way that they supposed to when our feelings get big.”  

What might our bodies feel like when we are in fight, flight or freeze?  Talk through the examples: 

Freeze  

Some kids tell me that when they are in freeze they notice they are:  

• Spacey, “not here”  
• Disconnected from themselves  
• Frozen, numb, feel like they can’t move  
• Stuck in some part of their body  
• Saying “I don’t know” (and they don’t)  
• Have no voice”  

Flight  

Some kids tell me that when they are in flight they notice they are:  

• Restless and fidgety  
• Not sitting still and have jumpy legs  
• Noticing they have big eyes that are darting around  
• Feeling trapped, “and I gotta’ get out of here feeling”  
• Feel like they want to get away, or run away  
• Breathing rapidly  
• Aware of their pounding heart  

Fight  

Some kids tell me that when they are in fight they notice they are:  

• Glaring  
• Raise their voice, even say “I hate you”  
• Argumentative and tell people “You don’t understand”  
• Moving towards people in a threatening way  
• Wanting to stomp and kick  
• Tightening their muscles, and clenching their hands  

Assessment 

Option 1:  Discuss when the student has reacted in each of the three ways, or has noticed someone else acting that way. 

Option 2:  Focus on one of the animals that the student has a close relationship with – when have they noticed them reacting in one of these ways?  This could also be extended to doing some observations of the chosen animal. 

Objective(s): To understand other people’s expectations of emotions and associated behaviour in given situations 

Resources: 

• “Fuzzy felt face”  
• “Other People’s Expectations” sheet 
• The New Social Story Book” by Carol Gray 

Learning Outcomes: 

• I can talk about what other people might expect me to feel in certain situations 
• I can talk about what I might feel in certain situations

Activities 

• “Fuzzy felt face” - Ask the student to display a face which represents how they are feeling today 
• Remind the student of the lesson where you looked at mixed emotions.  In this lesson today, we are going to look at situations where you are expected to feel one thing, but you might actually feel another. 
• Look at the “Other people’s expectations” sheet.  Answer each question on the sheet 
• Discuss what the student could do if their feelings are different to those of other people. 
• Additional activity: for autistic students who struggle with birthday parties and expectations of waiting to open presents and keeping calm – pages 136 – 141 in “The New Social Story Book” by Carol Gray 

Assessment 

Talk about these differences in expectations and actual feelings.  Reassure the student that it is OK to feel differently, and about ways to be able to talk about it.