Lesson 15: Our Thoughts Affect Our Feelings

Grade 2 Unit 4, Lesson 15
Lesson 15: Our Thoughts Affect Our Feelings

Overview
We often think that our feelings precede our thoughts. More appropriately, thoughts and feelings affect
one another. For example, imagine that you are taking a driving test and thinking, “Oh, no. It is raining. I’m
not used to driving in bad weather.” What do you imagine will happen to your feelings if you have those
thoughts? Probably, these thoughts will cause you to feel anxious. As your anxiety increases, your worried
thoughts will increase, and the cycle will continue. How will this affect your performance on the driving
test?
In this lesson, students will learn how our thoughts affect our feelings, which in turn affect our behavior.
This is important with regard to our beliefs about learning. A child’s thoughts about the learning process
will influence adjustment and achievement. Our beliefs and perceptions affect academic outcomes. If we
believe in our abilities, we are more likely to accomplish the goals we set for ourselves. If we do not
believe in ourselves, we are much less likely to accomplish them. As Henry Ford said, “If you think you can,
or if you think you can’t, you are right.”
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© 2000 Marcia B. Stern, Psy.D. Competent Kids, Caring Communities, Second Edition 2014.
www.competent.kids.org. Do not duplicate without permission.
Our Thoughts Affect Our Feelings

Lesson 15
SOCIAL-EMOTIONAL COMPETENCY: Reflective Abilities

CONCEPTS
 Our feelings are unique.
 Our thoughts affect our feelings.
 Our feelings affect our behavior.
 Two people may feel differently about the same situation.
INSTRUCTIONAL OBJECTIVES
Students will be able to:
 Discuss how our thoughts affect our feelings and how feelings affect our behavior
 Explain possible reactions to thoughts and feelings
COMMON CORE STANDARDS:

 W.2.8: Recall information from experiences or gather information from provided sources to answer
a question.
 SL.2.1: Participate in collaborative conversations with diverse partners and grade 2 topics and texts
with peers and adults in small and larger groups.
KEY VOCABULARY: feelings, thoughts, behavior, perceptions, think, feel, do, act, reaction, behave
Materials/Visual Aids Preparation
 Prepare a Think-Feel-Do chart on the board or on

 Think-Feel-Do Chart
chart paper. (See diagram on the following page).
 Think-Feel-Do weekly activity sheet Leave room to write in each column.
 Make enough copies of weekly activity sheet for
distribution
FIVE MINUTE PREPARING TO LEARN EXERCISE
Special Place Visualization: Picture a place where you feel safe, calm, cozy, and relaxed. (Some students
may need help with this; it can be as simple as imagining lying on a soft couch). Take a “mental vacation”
there. Visualize the details of what’s going on. What do you see in your imagination? Who is there? What
is happening? What can you smell? Can you hear anything? What can you taste? How do you feel? Take
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your time enjoying this safe and comfortable place. Remember that you can carry this peaceful place
inside you and that you can come here and visit at any time you wish.
INTRODUCE LESSON
 Transition to CKCC (consistent transitional routine which may include a special announcement,
song or poem.)
 Review (recent lesson, tool, and/or weekly activity, including applications)
 State Objective(s) (in student-friendly language. i.e., "Today we will learn about...)
ACTIVATE PRIOR KNOWLEDGE
Recently in our CKCC lessons, we’ve been discussing our feelings. We talked about how we all have
lots of feelings and that our feelings change all the time. But, no matter what our feelings are,
they are all okay.
Today we are going to learn about how our thoughts and our feelings are connected. What would
you say if I told you that our feelings come from our thoughts? What do you think? [Elicit
responses.] Let’s see.
TEACH
I’m going to tell you two versions of the same story about Squirrel, and we are going to see how
Squirrel’s thoughts affected his feelings and his behavior.
Draw the following diagram or access the Visual Aid:
THINK DO
FEEL
(Act, Behave,
React)
The above diagram is a visual aid that will help students distinguish between Squirrel’s thoughts, feelings,
and behavior in each version of the story, and it will help students see the clear progression from one
column to the next.
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SCENARIO 1:
Let me tell you about something that happened to Squirrel one day.
Squirrel was in his tree house when suddenly he saw another squirrel climbing up the tree toward
him. Squirrel started thinking to himself, “That squirrel is coming to steal my acorns!”
Student Engagement Strategy: Chart/Think, Pair, Share

Refer to the Think-Feel-Do chart on the board, and explain to students that together you are going to fill in
the chart with Squirrel’s thoughts, feelings, and reactions to another squirrel’s visit. Start off by filling in
the first column with Squirrel’s thoughts. Have students use Think, Pair, Share for each different scenario.
THINK FEEL DO
(Act, Behave,
React)
That other squirrel is

coming to steal my
acorns!
Student Engagement Strategy: Chart/Think, Pair, Share

Have students work with a partner to reflect on what Squirrel was thinking and guess how he might have
felt. Also, have students think of as many feeling words as they can to describe Squirrel’s feelings. Have
each pair share out and record their answers in the FEEL column. Some possible responses are provided.
THINK FEEL DO
(Act, Behave,
React)
That other squirrel is angry, mad, annoyed,

coming to steal my furious, scared, worried,
acorns! nervous, anxious
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Point to a few “feelings” words, one at a time, and ask students “If Squirrel feels like this, guess what he
might do when the other squirrel reaches the branch where he is sitting.” Record their answers in the DO
column. Some possible responses are provided. (Continue Think, Pair, Share)
DO
FEEL (Act, Behave,
THINK
React)
That other squirrel is angry, mad, annoyed,  Get ready for a fight
coming to steal my furious, scared, worried,  Yell at the other squirrel to
acorns! nervous, anxious go away
 Hide his acorns
 Start to cry
 Call for help
From the chart you made, review Squirrel’s different thoughts, feelings, and behaviors. Point to each
column and show students the logical progression from one to the next. Discuss how different perceptions
(thoughts) about the same situation can produce very different feelings and behaviors. Go on to read
students the second version of the story.
SCENARIO 2:
Now let’s change the story a little bit. What would happen if Squirrel thought the other squirrel
was climbing the tree for a different reason?
One day, Squirrel was in his tree house when suddenly he saw another squirrel climbing up the
tree. Squirrel thought to himself, “That squirrel is coming to visit me! Maybe we can have fun
together!”
Make a second row on the Think-Feel-Do chart and explain to your class that they will help you fill it in.
Start them off by filling in the first column of the chart with Squirrel’s thoughts.
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DO
FEEL
(Act, Behave,
THINK
React)
That squirrel is coming

to visit me! Maybe we
can have fun together!
Ask students to think about what Squirrel was thinking and to guess how he felt. Encourage them to think
of as many feeling words as they can. (Ask them what they think Squirrel’s face and body looked like as
well.) Record their answers in the second column, as shown below.
DO
FEEL (Act, Behave,
THINK
React)
That squirrel is coming excited, happy, thrilled

to visit me! Maybe we
can have fun together!
Ask students to think about how Squirrel was feeling and to guess what he might do when the other
squirrel reaches his branch. Record their answers in the DO column of the chart, as shown on the next
page.
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DO
FEEL (Act, Behave,
THINK
React)
That squirrel is coming excited, happy, thrilled  Ask the other squirrel to
to visit me! Maybe we play
can have fun together!  Jump for joy
 Invite friends over
If appropriate, have students come up with other possible thoughts that Squirrel might have had when he
saw the other squirrel climbing up the tree. Add suggestions to the chart, and ask students to help you fill
in the other two columns by guessing what Squirrel might have felt and done as a result of those thoughts.
After the discussion is finished, invite the class to examine the chart. Ask students to compare and contrast
the two versions of the story and the different endings. Prompt students with questions to help them
recognize that Squirrel’s feelings and actions in each scenario directly result from his thoughts (e.g., “In the
first story, what were Squirrel’s thoughts? How did that make him feel? What did he do because of it?”).
WRAP UP
Today we learned that we can think about the same situation in different ways. What can we learn
about our thoughts, feelings, and behavior from these two stories and from the charts we made
together? [Elicit responses.]
Refer to the THINK-FEEL-DO chart to help your class recognize the logical progression from Squirrel’s
thoughts to his feelings to his actions. In both cases, his perception of the situation caused him to feel and
act in specific ways.
Use an example from Squirrel’s story to explain how our thoughts affect our feelings and how our feelings
affect what we do and how we behave.
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CHECK FOR UNDERSTANDING
Student Engagement Strategy: Story Creation

Begin telling the following story: “The other day, I was in the library reading my book, when suddenly I felt
a tap on my back.” Ask the class to think about what you might have thought, felt, and done in response
to that situation, and how your feelings and actions relate to your initial thought. Elicit various responses
for a range of possible thoughts/perceptions/interpretations of the “tap.”
Life Skills
Use Think-Feel-Do Chart to examine daily situations and to discuss how thoughts affect feelings and
behavior. A change from a positive to a negative attitude or interpretation of events can go a long way
toward creating a more positive classroom climate.
BRINGING CKCC HOME: WEEKLY ACTIVITY
Send home the Think-Feel-Do Weekly activity sheet to be signed and returned to school. Go over student
responses to be sure they understand the concept.
CONNECT & APPLY
Reading
 Choose a book from your class library in which the main character faces a situation that can be
perceived in different ways. While reading the story aloud, pause, and ask students to discuss how
the character’s perceptions (thoughts) influenced his or her feelings and behavior.
Suggested Read Aloud for this Lesson:

 I’m Going to Like Me: Letting Off a Little Self-Esteem by Jamie Lee Curtis and Laura Cornell
Additional Read Aloud Books on the Topic:

 Belinda the Ballerina by Amy Young
 The Spyglass by Richard Paul Evans
 Thunder Cake by Patricia Polacco
 Goodbye, Bumps! by Dr. Wayne W. Dyer
 Incredible You! By Dr. Wayne W. Dyer
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Writing
 Invite students to write two versions of the same story, using the Squirrel story as a model. Have
the character in the story think one way about a situation in the first version and another way
about a situation in the second version. Encourage students to recognize how the character’s
thoughts affected his or her feelings, which in turn affected his or her behavior.
Speaking/Listening
 Tell the class this anecdote: The classroom door opened, and somebody brought in a note that said
Tom had to pack up his things and report to the office immediately. Invite the class to think of two
different ways in which Tom might have reacted to the note. How would his thoughts affect his
feelings? How would his feelings affect his behavior?
 Tell the class the following scenario: Somebody on the block had a birthday party, but Joshua and
Hannah weren’t invited. Joshua said, “That’s not fair!” and Hannah said, “Hooray!” Discuss the
different reactions that Hannah and Joshua had. How might their thoughts have affected their
feelings? How might their feelings have affected their behavior?
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Grade 2
Unit
4, Lesson 15
FEEL
THINK DO
(Act, Behave,
React)
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Bringing CKCC Home: Weekly Activity

Think-Feel-Do
Instructions: Your job is to teach “Think-Feel-Do” to your special adult. Read the situation to your special adult.
Discuss together what each person might be thinking about the situation based upon each face, and then fill in
your responses. Continue discussing and filling in how they might feel and what they might do if they were
thinking those thoughts. Finally, both of you sign this sheet, and return it to school.
SITUATION:
You are at a friend’s house and your

parent calls and says you have to come
home right away.
THINK ________________________________
FEEL _________________________________
DO __________________________________
THINK___________________________________ THINK ________________________________

FEEL ___________________________________ FEEL _________________________________
DO ____________________________________ DO __________________________________
Signed:
_____________________________ _________________________
Student Special Adult 11

12

Lesson 15: Our Thoughts Affect Our Feelings

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Grade 2 Unit 4, Lesson 15

Lesson 15: Our Thoughts Affect Our Feelings

Our Thoughts Affect Our Feelings

SOCIAL-EMOTIONAL COMPETENCY: Reflective Abilities

COMMON CORE STANDARDS:

Materials/Visual Aids Preparation

 Prepare a Think-Feel-Do chart on the board or on

FIVE MINUTE PREPARING TO LEARN EXERCISE

ACTIVATE PRIOR KNOWLEDGE

Draw the following diagram or access the Visual Aid:

Student Engagement Strategy: Chart/Think, Pair, Share

That other squirrel is

Student Engagement Strategy: Chart/Think, Pair, Share

That other squirrel is angry, mad, annoyed,

That squirrel is coming

That squirrel is coming excited, happy, thrilled

CHECK FOR UNDERSTANDING

Student Engagement Strategy: Story Creation

BRINGING CKCC HOME: WEEKLY ACTIVITY

CONNECT & APPLY

Suggested Read Aloud for this Lesson:

Additional Read Aloud Books on the Topic:

www.competent.kids.org. Do not duplicate without permission.

Bringing CKCC Home: Weekly Activity

You are at a friend’s house and your

THINK___________________________________ THINK ________________________________

Student Special Adult 11

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THINK___ THINK