Feelings Check-In

I want to create a worksheet that asks a child about 10 years old basically checking in on their emotions like how they’re feeling today. What did they do today? What was the best part of their day? What would they like to do in session today with made them happy today we made them sad today just basically asking them a bunch of questions to find out how they’re feeling today I would like three worksheets and I would like them each to ask different questions but I would like for the questions to be understandable to a child because this 10-year-old also has autism and I want the questions to be interesting enough that the child wants to answer them and some of the questions can be funny so when a child is answering them, they can also be excited about answering the question

Overview

This 10-minute session is designed for a one-on-one 3rd grade student, approximately 10 years old, who has autism. The goal is to help the student express their emotions and experiences in a structured but engaging way. This lesson integrates Social and Emotional Learning (SEL) with English Language Arts (ELA) skills, following Common Core State Standards (CCSS) for Reading: Informational Text (RI) and Speaking & Listening (SL) standards, designed to build comprehension, expressive language, and self-awareness.

Common Core Standards Addressed

CCSS.ELA-LITERACY.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
CCSS.ELA-LITERACY.SL.3.1: Engage effectively in a range of collaborative conversations with diverse partners about grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

Learning Objectives ("I Can" Statements)

I can express how I feel today through words and drawings.
I can describe what I did today using simple sentences.
I can answer questions about my day and what made me happy or sad.
I can use new words to explain my feelings and experiences.

Success Criteria

The student verbally or through writing/drawing provides answers to emotional check-in questions.
The student uses age-appropriate vocabulary to describe their feelings and daily experiences.
The student demonstrates increased comfort in discussing emotions through engaging and sometimes humorous questions.
The student completes at least one worksheet independently or with minimal support.

Materials

Three differentiated, dyslexia-friendly worksheets (digital or printed on off-white paper with sans-serif font, large text, and ample spacing).
Pencil or crayons for drawing and writing.
Visual emotion cards (happy, sad, angry, excited, calm).
Optional: A quiet, comfortable space free from distractions.

Lesson Plan Structure (10 minutes)

Time (minutes)	Activity	Description	Differentiation/Supports
2 mins	Introduction & Emotion Check-In	Greet student; show visual emotion cards; ask the child to point to or name how they feel today. Use this to introduce the theme and engage them.	Use visuals and model answers; allow pointing if verbal is hard.
5 mins	Worksheet Activity	Present Worksheet 1 (example below). Read questions aloud slowly and clearly, allowing time for the student to respond orally or by writing/drawing. Encourage humor or fun answers where appropriate.	Read aloud options; allow drawing instead of writing; provide sentence starters ("I feel ____ because...").
3 mins	Sharing & Reflection	Ask follow-up questions based on the worksheet answers such as: "What was the funniest thing today?" or "If you could be an animal right now, which one would you be and why?"	Use positive reinforcement; simplify language; use visuals for reflection.

Worksheet Concepts

Worksheet 1: "How Am I Feeling Today?"

What emoji or face shows how you feel? (Happy, Sad, Silly, Tired...)
Can you draw that face?
What made you smile today?
What’s one silly thing you wish you could do now?

Worksheet 2: "My Day in Words"

What did you do today? (Use pictures or words)
What was the best part?
Was there something that made you feel a little upset?
If today was a movie, what would it be called? (funny or serious!)

Worksheet 3: "Looking Ahead and Looking Back"

What would you like to do in our next session?
What made you really happy today?
Was there anything that made you laugh out loud?
If you had a magic superpower today, what would it be?

Differentiation Strategies

Use visual supports and emotion cards for nonverbal communication.
Provide alternative response modes: writing, drawing, pointing, or verbal.
Allow breaks or sensory tools if needed.
Simplify or rephrase questions for comprehension.
Use humor and creative prompts to increase engagement and reduce anxiety.

Notes for Teachers

Keep tone light and encouraging to foster trust and willingness to share.
Observe nonverbal cues and respect the student’s comfort level with each question.
Use responses as informal assessment of social-emotional understanding and expressive language skills.
Tailor follow-up questions to connect with the student’s interests and communication style.

This lesson plan not only covers essential ELA standards by encouraging question-answering skills and vocabulary use but also supports emotional literacy in a dyslexia-friendly, autism-sensitive environment. The playful and reflective prompts will engage the student’s curiosity and self-expression, helping teachers gain insight into the child’s inner world.

Teaching Instructions