Feelings and Empathy

Overview

Students explore emotional wellbeing by identifying common feelings, describing what those feelings can mean, and practicing age-appropriate coping strategies. They then write a short, organized opinion piece explaining a helpful strategy, supporting ideas with logical grouping and clear formatting.

Learning intentions

• Students will be able to identify and describe different emotions and what might trigger them.
• Students will be able to explain at least one coping strategy they can use when they feel overwhelmed.
• Students will be able to demonstrate empathy by considering how others might feel in similar situations.
• Students will be able to write a short opinion paragraph with a clear topic introduction, organized ideas, and supporting details.

Success criteria

• I can name common emotions (for example: happy, mad, worried, embarrassed) and explain what they might look or feel like.
• I can choose a coping strategy and explain when and why it helps.
• I can use respectful language to show empathy toward someone else’s feelings.
• I can write an opinion paragraph with a clear introduction and logically grouped reasons (and optional headings) about a coping strategy.

Curriculum links

• Writing — CCSS.ELA-LITERACY.W.5.2a (introduce a topic clearly; include a general observation/focus; group related information logically; use formatting like headings/illustrations when useful)
• Writing — CCSS.ELA-LITERACY.W.5.1a (introduce a topic/text clearly; state an opinion; create an organizational structure for logically grouped ideas)
• Writing — CCSS.ELA-LITERACY.W.5.10 (write over short time frames; complete a task in one sitting)
• Writing — CCSS.ELA-LITERACY.W.5.9a (apply grade 5 reading standards to literature by drawing on specific details; used here during discussion of a short scenario story)

Lesson structure (60 minutes)

1. 0–5 min · Warm welcome + goal. Teacher displays a “feelings thermometer” image and asks students to point silently to where they feel right now (low/medium/high). Students share one word for a feeling with a partner.

2. 5–15 min · Feelings quick-sort. Teacher reads 6–8 short scenarios aloud (for example: “You forgot your homework,” “A friend doesn’t choose you for the team,” “Your stomach feels tight before a test”) and lists emotion words on the board. Students work in groups to match scenario to likely emotion(s), then choose one sentence to describe what the feeling might look like in their body (heart racing, tight chest, fidgeting).

Discussion prompts:

• “What clues tell you which emotion is happening?”
• “How might someone else interpret the same behavior differently?”

3. 15–25 min · Coping strategies mini-lesson. Teacher models a coping strategy “think aloud,” using a brief example: “When I feel worried, one helpful step is slow breathing and a self-talk reminder like ‘I can take it one step at a time.’” Teacher posts a simple strategy list: slow breathing, asking for help, taking a short break, writing/drawing feelings, using kind self-talk, and problem-solving.

Students complete a “Strategy–When–Why” organizer on paper:

• Strategy: ________
• When I would use it: ________
• Why it helps me: ________

4. 25–40 min · Empathy practice with scenarios. Teacher reads two short scenario vignettes and stops to ask: “What might the other person be feeling?” then “What could you say or do to show empathy?” Students role-play a 10–15 second response using a sentence starter on the board:

• “It sounds like you’re feeling ____ because ____.”
• “I’m not sure, but I think ____ might be making it hard.”
• “I can help by ____.”

Teacher highlights respectful language and avoids labeling someone as “bad” or “wrong” for their emotion.

5. 40–55 min · Opinion paragraph writing (core task). Teacher explains: “Today you will write a short opinion paragraph about the most helpful coping strategy.” Teacher models quick structure:

• Introduction sentence: topic + opinion
• Reason(s): grouped details that match the reason
• Closing: restate opinion and connect to wellbeing

Students draft independently. Optional formatting: students may add a mini heading like “My Best Strategy” above their paragraph.

Planning support on the board:

• Opinion: “I believe ____ is the best coping strategy for us.”
• Reason 1: “It helps because ____.”
• Reason 2 (optional): “It also helps when ____.”

6. 55–60 min · Share-out + exit ticket. Students do a “gallery walk” read only (no erasing) and leave one sticky note response to a peer: “One thing I like about your strategy is ____.” Then complete an exit ticket:

• Circle the emotion you chose today: happy/mad/worried/embarrassed/other
• Write one sentence: “My coping strategy helps by ____.”

Resources

• Feelings thermometer image or chart
• Scenario cards (printed slips or teacher script)
• Emotion word list (board chart)
• “Strategy–When–Why” organizer (paper)
• Sentence starters for empathy responses
• Writing paper or paragraph template with optional heading line
• Sticky notes (optional for gallery walk)
• Exit ticket slips

Assessment

• During quick-sort: teacher observes accuracy and reasoning (students can connect a scenario to likely emotion).
• During role-play: teacher listens for empathy language and respectful tone.
• During writing: use a simple checklist to ensure students include (1) a clear opinion, (2) organized reasons, and (3) at least one coping-detail.
• Exit ticket: verifies understanding of emotion identification and strategy purpose.

Differentiation

• Support: provide sentence starters and a partially completed “Strategy–When–Why” for students who need more structure; allow drawing a “feeling/body clues” picture before writing.
• Support for EAL/learners: offer a word bank with translated meanings if available in the classroom; allow oral rehearsal before drafting.
• Extension: students add a second coping strategy and compare which helps in different situations (still maintaining one clear opinion as required).
• SEL sensitivity: remind students they can write about “someone” or a fictional scenario if personal sharing feels uncomfortable; emphasize confidentiality and respectful participation.