Wemberly Worried lesson plan

Teachers & homeschoolers · Lesson plan · Updated October 1, 2026 · LearnLife Editorial

What grade band is the Wemberly Worried lesson plan suitable for?

This lesson plan is best suited for kindergarten through second grade students (ages 5-7), a developmental stage when children are learning to identify and express feelings but may still have difficulty understanding complex emotions. The story’s simple language and relatable character make it ideal for this group. Younger children can participate with more adult guidance, while older children in early elementary grades can handle deeper discussion. Homeschool educators can adjust lesson pacing and discussion depth to fit their child’s social and emotional development level. For example, a kindergartener might focus on naming feelings and drawing, while a second grader could reflect on ways to manage worries.

What are the learning objectives and timing for this lesson?

The lesson’s learning objectives are clear and practical:

• Students will identify the feeling of worry and recognize common causes of worry.
• Students will understand that everyone experiences worry at times.
• Students will practice at least one calming strategy to manage feelings of worry.
• Students will express their worries verbally or through drawing.

A suggested timing breakdown for a 45-60 minute lesson includes:

This timing allows flexibility based on the group’s size and attention span.

What materials are needed for this lesson?

Materials are simple and easy to gather, allowing any classroom or home to implement the lesson without needing special supplies:

• Wemberly Worried by Kevin Henkes (physical book or read-aloud version)
• Plain drawing paper (one sheet per child)
• Crayons, markers, or colored pencils
• Whiteboard or chart paper with markers for group brainstorming
• A comfortable area for group sitting (circle time setup)
• Optional comforting item such as a stuffed animal or soft toy (“worry buddy”)

These materials support active participation and emotional expression without requiring printables or technology.

How should the warm-up activity be conducted?

Begin by creating a safe environment where children feel comfortable sharing feelings. Use simple, open-ended prompts like:

• “Can you tell me about a time you felt worried?”
• “What does the feeling of worry feel like in your body?”

Model your response first, for example: “Sometimes I feel worried when I hear a loud noise because I don’t know what it is.” This normalizes the feeling and encourages children to share.

To engage all learners, you might say, “If you don’t want to talk, you can just listen or show me a thumbs-up if you have ever felt worried.” This ensures participation is voluntary and non-threatening.

Next, do a quick feelings check-in: ask each child to name one feeling they had today or this week. This helps build emotional vocabulary and primes them for the story about Wemberly.

What are the key points for direct instruction using Wemberly Worried?

Read Wemberly Worried aloud, pausing to highlight Wemberly’s worries and her responses. Use clear, supportive language such as:

• “Wemberly worries about lots of things, like trying new activities or being away from her family.”
• “Sometimes worry feels like butterflies in your tummy or your heart beating fast.”
• “Wemberly tries to calm down by taking deep breaths and thinking about happy things.”

Ask quick check-in questions during reading, for example:

• “How do you think Wemberly feels right now?”
• “Have you ever felt that way?”

After finishing, reinforce key ideas:

• “Worry is a feeling everyone has sometimes.”
• “It’s okay to feel worried, and there are ways we can help ourselves feel better.”
• “Talking about our worries can help them feel smaller.”

Use simple, concrete phrases to make abstract feelings easier to understand.

What steps are involved in the main activity?

The main activity centers on helping children name and manage their worries through creative expression and practicing calming skills.

1. Draw Your Worry: Give each child a sheet of paper and drawing tools. Ask: “Can you draw a picture of something that makes you worry? It could be something big or small.” Encourage them to use colors and shapes to express their feelings.

1. Share and Label Feelings: Invite children to share their drawings with a partner or the group if they feel comfortable. Help them put words to their worries by asking, “What does your worry make you feel? Does it make you scared, nervous, or something else?”

1. Create a Worry Plan: Brainstorm calming strategies with the group. Write these on chart paper with exact wording children can use, such as: “I can take three deep breaths.” “I can hug my favorite toy.” “I can talk to a grown-up I trust.” “I can count to ten slowly.”

1. Practice a Calming Technique: Lead the children through a brief breathing exercise: “Let’s all take a deep breath in… (inhale slowly for 4 seconds).” “Hold it for 2 seconds.” “Now breathe out slowly… (exhale for 4 seconds).” Repeat 3-4 times together.

1. Optional Role-Play: Act out a scenario where a child might feel worried (like going to a new place) and demonstrate using a calming strategy. Invite volunteers to practice and encourage positive reinforcement.

This step-by-step approach reinforces that worry is manageable and equips children with concrete tools.

What discussion questions help deepen understanding?

Use these questions to guide reflection and personal connection:

• “What did Wemberly worry about? Do you have any worries like hers?”
• “How did Wemberly try to feel better when she was worried?”
• “Can you remember a time when a worry went away? What helped?”
• “What calming strategies from our list do you think you would like to try?”
• “Why is it helpful to tell someone when you feel worried?”

Encourage children to respond in their own words and validate each contribution. This also builds empathy as children listen to others’ experiences.

How can assessment or an exit ticket be done?

To assess understanding, ask each child to share one thing they learned or one calming strategy they want to use next time they feel worried. For example:

• “Can you tell me one way to help yourself feel less worried?”
• “Show me a picture or tell me about a worry you can calm down.”

This can be verbal or through a quick drawing on a sticky note or paper. The goal is to confirm they have grasped the concept that worry is normal and manageable with strategies.

How can this lesson be differentiated or extended for homeschoolers?

For children needing additional support, break the lesson into shorter sessions, and use more visual aids like a feelings chart or a “worry doll” that children can hold when feeling anxious. Use simple, repeated language to reinforce concepts.

For children ready for more challenge, introduce the idea that some worries help keep us safe (like looking both ways before crossing the street) and discuss when worries might become too big and need help from adults. Encourage journaling about worries or creating a “calm corner” with favorite objects, linking to ideas from the Worry Stone lesson plan or Calming corner classroom ideas.

Homeschoolers can also integrate movement breaks or sensory activities to help regulate emotions alongside the lesson content.

Frequently asked questions

How do I support a child who becomes very upset during the lesson?

Offer immediate comfort by sitting quietly with the child and acknowledging their feelings with simple words like, “I see you’re feeling very worried right now. That’s okay.” Encourage slow breathing together or provide a comforting object. If the child continues to struggle, suggest contacting a school counselor, trusted adult, or mental health professional for additional support.

Can this lesson be adapted for children with anxiety disorders?

Yes, the lesson introduces foundational emotional literacy and coping skills appropriate for young children, including those with anxiety. However, children with diagnosed anxiety disorders might benefit from more targeted interventions. Use this lesson alongside specialized strategies recommended by healthcare providers.

How often should worry and anxiety topics be revisited in the classroom?

Regular discussion about emotions helps children develop emotional awareness. Brief worry-themed check-ins every few weeks or integrating calming strategies into daily routines, like morning meetings or during transitions, reinforce skills and normalize sharing feelings.

What if a child says they never feel worried?

Some children may have difficulty recognizing or naming worry. Encourage exploration by describing common physical signs (like tummy butterflies or sweaty hands) and offering examples. Emphasize that everyone experiences emotions differently and that it’s okay if their feelings look or feel different.

What other books can be used alongside *Wemberly Worried*?

Complementary books include *Ruby’s Worry* and *The Worry Monster*, which provide additional perspectives and activities on understanding and managing worry. These resources can broaden discussions and reinforce emotional coping skills. See the [Ruby’s Worry lesson plan](#r2) and [Worry Monster lesson plan](#r1) for detailed activities.