5th Grade Links:
Lesson 2 - Feelings
ALL FEELINGS ARE OKAY!
Some are comfortable & some are uncomfortable.
Feelings give us information - we get to choose how we handle the feelings.
Kindergarten
Lesson Title: The Way I Feel
Grade Level: K
Big Idea: 1.1 Understanding Self and Others 1.3 Personal Safety and Coping Skills
Grade Level Expectations:
1.1a I can identify the eight basic feelings (angry, scared, sad, happy, calm, frustrated, anxious, disappointed)
1.1b I can identify physical clues in their bodies that help them identify their feelings
1.1c I can Identify and demonstrate calming strategies.
Essential Questions:
Can you name and identify 8 basic feelings?
Lesson:
Grade Level: K
Big Idea: 1.1 Understanding Self and Others 1.3 Personal Safety and Coping Skills
Grade Level Expectations:
1.1a I can identify the eight basic feelings (angry, scared, sad, happy, calm, frustrated, anxious, disappointed)
1.1b I can identify physical clues in their bodies that help them identify their feelings
1.1c I can Identify and demonstrate calming strategies.
Essential Questions:
Can you name and identify 8 basic feelings?
Lesson:
- Ask: Can you name and identify 8 basic feelings?
- Show: students the 8 feelings buddies and ask them what feeling they think each doll is displaying.
- Video: Get To Know Your Emotions
- Discuss:
- What feelings have you felt?
- What happened when you felt that way?
- What did you do when you felt that way?
- Read: The Way I Feel by: Janan Cain
- Discuss: What body language is each of the characters showing in the story and how you are able to identify their feelings?
- Activity: If you're _______ and you know it ______
- Handout: Identify 8 feelings by drawing feeling faces to match feeling words.
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1st Grade
Lesson Title: Today I Feel Silly
Grade Level: 1
Big Idea:1.1 Understanding Self and Others 1.3 Personal Safety and Coping Skills
Grade Level Expectations:
1.1.a I can identify the eight basic feelings.
1.1b I can identify physical clues in their bodies that help them identify their feelings.
1.1c I can Identify and demonstrate calming strategies and other ways to handle big feelings.
Essential Questions:
Can you name and identify 8 basic feelings?
Lesson:
Grade Level: 1
Big Idea:1.1 Understanding Self and Others 1.3 Personal Safety and Coping Skills
Grade Level Expectations:
1.1.a I can identify the eight basic feelings.
1.1b I can identify physical clues in their bodies that help them identify their feelings.
1.1c I can Identify and demonstrate calming strategies and other ways to handle big feelings.
Essential Questions:
Can you name and identify 8 basic feelings?
Lesson:
- Discuss: Show students each of the 8 feeling buddies and asking them to tell a small story about what happened to cause each of the feeling buddies to have the feeling they are showing. Notice their faces.
- Is it normal to have more than one feeling in a day?
- Read: Today I Feel Silly and Other Moods That Make My Day by Jamie Lee Curtis
- Discuss: Review the feelings in the book and ask students to share a time they have felt this way (also ask students about the body language of the little girl and why they think she looks that way).
- Zones of Regulation Introduction video
- What Zone would each character be in?
- Practice: Zone practice - put feeling faces in correct zone and tools you could use to get to green zone
- Feeling Face Cards
- Activity: Two people can feel differently about the same situation
- You are getting a shot at the doctor’s office.
- You are eating a new vegetable.
- You are playing goalie for a soccer game.
- You are taking a math test.
- Activity: Feeling Faces practice: http://pbskids.org/arthur/games/aboutface/index.html
2nd grade
Lesson Title: Meet the Counselor
Grade Level: 2
Big Idea:1.1 Understanding Self and Others 1.3 Personal Safety and Coping Skills
Grade Level Expectations:
1.1a I can express a variety of feelings.
1.1b I can identify physical clues in their bodies that help them identify their feelings.
1.1c I can Identify and demonstrate calming strategies and other ways to handle big feelings.
Lesson:
Essential Questions:
Can you identify various feelings and physical cues in your body that help you identify those feelings?
Can you identify calming strategies to help you handle big feelings?
Engagement/Hook:
Show students feelings faces pictures and have them guess what feeling the student is displaying in the picture by telling a small story about what may have happened to them.
Lesson:
Grade Level: 2
Big Idea:1.1 Understanding Self and Others 1.3 Personal Safety and Coping Skills
Grade Level Expectations:
1.1a I can express a variety of feelings.
1.1b I can identify physical clues in their bodies that help them identify their feelings.
1.1c I can Identify and demonstrate calming strategies and other ways to handle big feelings.
Lesson:
Essential Questions:
Can you identify various feelings and physical cues in your body that help you identify those feelings?
Can you identify calming strategies to help you handle big feelings?
Engagement/Hook:
Show students feelings faces pictures and have them guess what feeling the student is displaying in the picture by telling a small story about what may have happened to them.
Lesson:
- Size of the problem video
- Discuss: Show students the picture cards of the children that are making different faces and identify the feelings they believe the children are displaying
- Discuss: Show students each of the 8 feeling buddies and asking them to tell a small story about what happened to cause each of the feeling buddies to have the feeling they are showing. Notice their faces.
- Is it normal to have more than one feeling in a day?
- Discuss: What does it feel like in your body when you have certain feelings and how can you handle those feelings?
- Read: My Many Colored Days by: Dr. Suess
- Discuss: calming strategies for the big feelings that are mentioned
- Zones of Regulation Introduction video
- What Zone would each character be in?
- Practice: Zone practice - put feeling faces in correct zone and tools you could use to get to green zone
- Activity: Give each student a feeling faces card.
- Name the feeling
- What happened to cause the feeling?
- What was his/her body feeling like?
- What tools can he/she use to calm down to get back to the green zone
- Feeling Face Cards
3rd Grade
Lesson Title: How are You Feeling?
Grade Level: 3
Big Idea:1.1 Understanding Self and Others 1.3 Personal Safety and Coping Skills
Grade Level Expectations:
1.1a
I can identify positive characteristics and areas for personal growth.
1.1b
I can identify physical clues in their bodies that help them identify their feelings.
1.1c
I can Identify and demonstrate calming strategies and other ways to handle big feelings.
I can recognize when others have big feelings and know how to respond.
Essential Questions:
Can you identify various feelings and physical cues in your body that help you identify those feelings?
Can you identify calming strategies to help you handle big feelings?
Can you identify ways to respond to others when they have big feelings?
Lesson:
Grade Level: 3
Big Idea:1.1 Understanding Self and Others 1.3 Personal Safety and Coping Skills
Grade Level Expectations:
1.1a
I can identify positive characteristics and areas for personal growth.
1.1b
I can identify physical clues in their bodies that help them identify their feelings.
1.1c
I can Identify and demonstrate calming strategies and other ways to handle big feelings.
I can recognize when others have big feelings and know how to respond.
Essential Questions:
Can you identify various feelings and physical cues in your body that help you identify those feelings?
Can you identify calming strategies to help you handle big feelings?
Can you identify ways to respond to others when they have big feelings?
Lesson:
- Size of the problem video
- Discuss: ask students to show (by holding up fingers) how many different feelings they think a person can have in one day
- Read: How Are You Peeling? by: Saxton Freymann
- Discuss: List different feelings that were discussed in the book and discuss with the students about how they can identify those feelings in their bodies as well as how they can identify when others are having those feelings
- Discuss: Ways they can calm down when they are experiencing big feelings and how they can be helpful to others when they see they are having big feelings. (Belly Breathing, Positive Self Talk - "I'm safe, I'm loved, I can handle this", Smile Challenge (when you or someone else is having a big feeling, try smiling or making yourself or them laugh), Counting (with eyes closed and while taking deep breaths), Squeezing a stress ball
- Zones of Regulation Introduction video
- What Zone would each character be in?
- Practice: Zone practice - put feeling faces in correct zone and tools you could use to get to green zone
- Video: VIDEO - Pixar Short Films 2 - Partly Cloudy
4th Grade
Lesson Title: Understanding Your Feelings
Grade Level: 4
Big Idea:1.1 Understanding Self and Others 1.3 Personal Safety and Coping Skills
Grade Level Expectations:
1.1a
I can recognize positive self-talk and communicate personal thoughts and feelings.
I understand my thoughts contribute to my self concept and self esteem.
1.1b
Describe what triggers their own strong emotions.
Describe what happens in their brains and bodies when they experience a strong emotion.
1.1c
I can Identify and demonstrate calming strategies and other ways to handle big feelings.
I can recognize when others have big feelings and know how to respond.
Essential Questions:
Can you recognize positive self-talk and understand how your thoughts contribute to your self-esteem?
Can you identify what triggers your strong feelings and ways to help manage those feelings?
Can you explain how those feelings affect your brain and body?
Lesson:
Grade Level: 4
Big Idea:1.1 Understanding Self and Others 1.3 Personal Safety and Coping Skills
Grade Level Expectations:
1.1a
I can recognize positive self-talk and communicate personal thoughts and feelings.
I understand my thoughts contribute to my self concept and self esteem.
1.1b
Describe what triggers their own strong emotions.
Describe what happens in their brains and bodies when they experience a strong emotion.
1.1c
I can Identify and demonstrate calming strategies and other ways to handle big feelings.
I can recognize when others have big feelings and know how to respond.
Essential Questions:
Can you recognize positive self-talk and understand how your thoughts contribute to your self-esteem?
Can you identify what triggers your strong feelings and ways to help manage those feelings?
Can you explain how those feelings affect your brain and body?
Lesson:
- Size of the problem video
- Discuss: We will be discussing feelings, what happens in our bodies when we have certain feelings, and what to do when we need to calm down from having big feelings.
- Video: Understanding Your Feelings
- Discuss: Students' mental health can be affected by their feelings (self-esteem, self-talk, etc.) as well as what happens in their brain/body when they have certain feelings. This discussion will also include talking about how to handle big feelings/emotions and various coping strategies that can be used (samples from the video can be used)
- Counselor will then have the students complete the Feeling Guy/Gal Worksheet where students will complete the following:
- Name a feeling that they have felt recently from the list given (Heart)
- Draw a face to represent that feeling (head)
- List some positive self-talk to help contribute to their self-esteem (right hand)
- List triggers that contribute to the feeling (left hand)
- Identify how the feeling affects their brain and body (right foot)
- Identify calming strategies to help manage the feeling (left foot)
- Discuss: Responsible Actions - Students have the power to choose their responses to a feeling.
- Activity: Thumbs Up/Thumbs Down
- When I feel sad, it helps me feel better if I bounce a ball.
- When I get angry, it helps me feel better if I yell at my brother.
- When I feel bored, it helps me feel better when I hold my favorite stuffed animal.
- When I feel tired, it helps me feel better to close my eyes and listen to music.
- When I feel mad, it helps if I pick on someone.
- When I feel jealous, it helps me feel better to put someone else down.
- When I feel lonely, it helps me feel better to go play with my hamster.
- Activity: Responsible Action Sheet.
- A part of growing up is learning how to "Be the Boss of Your Feelings." Emphasize that it is normal to experience many feelings, and remind students they can develop tools to help them express and manage their difficult feelings. Offer the following challenges:
The Smile Challenge: Suggest that next time students are feeling sad or grumpy, they smile at someone or try to make someone laugh. Tell them to notice how making someone laugh or smile makes them feel and to let you know.
The Breathing Challenge: Who controls how you breathe? That's right, you do! So here is a challenge. Next time you are upset, feeling nervous, or can't get to sleep, take your hand and put it on your heart or your tummy. You may like to close your eyes as we count five breaths. With each full breath, that's one breath in and one breath out, press one finger, and then the next, against your tummy. Let's do this five times with long, slow, easy breaths." After the five breaths, say, "Open your eyes. Do you feel better? Tell your teacher if it works for you. Maybe you can all do it as a class if you need to take a break, to turn the day around, or to get ready for a test.”
- A part of growing up is learning how to "Be the Boss of Your Feelings." Emphasize that it is normal to experience many feelings, and remind students they can develop tools to help them express and manage their difficult feelings. Offer the following challenges:
- Zones of Regulation Introduction video
- What Zone would each character be in?
- Practice: Zone practice - put feeling faces in correct zone and tools you could use to get to green zone
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5th Grade
Lesson Title: Meet the Counselor
Grade Level: 5
Big Idea:1.1 Understanding Self and Others 1.3 Personal Safety and Coping Skills
Grade Level Expectations:
1.1a I can demonstrate the personal characteristics to maintain a positive self-concept and self esteem.
1.1b
Describe what triggers their own strong emotions.
Describe what happens in their brains and bodies when they experience a strong emotion
1.1c
I can Identify and demonstrate calming strategies and other ways to handle big feelings.
I can recognize when others have big feelings and know how to respond.
Students will write a story about 2 characters that are classmates. In the story they will assign 2 different feeling to each character and will answer the following questions to go along with those feelings:
Essential Questions:
Can you recognize positive self-talk and understand how your thoughts contribute to your self-esteem?
Can you identify what triggers your strong feelings and ways to help manage those feelings?
Can you explain how those feelings affect your brain and body?
Lesson:
Grade Level: 5
Big Idea:1.1 Understanding Self and Others 1.3 Personal Safety and Coping Skills
Grade Level Expectations:
1.1a I can demonstrate the personal characteristics to maintain a positive self-concept and self esteem.
1.1b
Describe what triggers their own strong emotions.
Describe what happens in their brains and bodies when they experience a strong emotion
1.1c
I can Identify and demonstrate calming strategies and other ways to handle big feelings.
I can recognize when others have big feelings and know how to respond.
Students will write a story about 2 characters that are classmates. In the story they will assign 2 different feeling to each character and will answer the following questions to go along with those feelings:
- Why do the characters have the two feelings they have (what happened)
- What self-talk occurs as a result of these feelings
- What their triggers these feelings
- How do they manage these feelings
- How do the feelings affect their brain and body.
Essential Questions:
Can you recognize positive self-talk and understand how your thoughts contribute to your self-esteem?
Can you identify what triggers your strong feelings and ways to help manage those feelings?
Can you explain how those feelings affect your brain and body?
Lesson:
- Size of the problem video
- Discuss: Explain to the students that today we will be discussing feelings, what happens in our bodies when we have certain feelings, how to manage strong
- Video: Nonverbal Communication with Babies
- Discuss: ask students to describe what they believe could have been possible topics of conversation that the babies were having based on their body language and tone
- Discuss: Show the students a list of feelings and will have a discussion with the students using the following discussion questions:
- Select a feeling from the board and tell me what could trigger someone to have that feeling?
- Select a feeling from the board and tell me what kind of self-talk someone may use if they are having that feeling and how that could affect their self-esteem (positive or negative)
- Select a feeling from the board and tell me 1-2 ways (strategies) that someone could use to manage that strong feeling.
- Select a feeling from the board and tell me how it could affect your brain and body.
- Counselor will then have students complete their Feelings Story Role Play
- Each student will be provided with a worksheet that lists 12 feelings at the top. They will be instructed to write a very short story to role play that includes two characters (classmates) where they have to incorporate 2 feelings for each classmate and answer the following questions:
- Start by choosing 4 of the 12 feelings listed on the board.
- Each character is assigned 2 different feelings. Write a story for the characters where you identify why they have the two feelings they have, what self-talk these feelings give the characters, what their triggers are for the feelings, how to manage the feelings, and how the feelings affect their brain and body
- Each student will be provided with a worksheet that lists 12 feelings at the top. They will be instructed to write a very short story to role play that includes two characters (classmates) where they have to incorporate 2 feelings for each classmate and answer the following questions:
- Zones of Regulation Introduction video
- What Zone would each character be in?
- Practice: Zone practice - put feeling faces in correct zone and tools you could use to get to green zone
Parent Newsletter Information:
The students learned about . If you would like to learn more about the role of the school counselor or specific lesson information for each grade level, please visit Mrs. Beck’s website: http://jbeckcounselor.weebly.com/