Lesson Plans:
1st Grade Zones of Regulation Unit
School Counselor:Amy Wheeler Dates: 1/7/15–2/4/15
Activity:Zones of Regulation Unit, comprised of 5 lessons
Submitted as a unit rather than individual lessons because objectives and data collected are related to scaffolded learning from the unit as a whole.
Grade(s): 1st grade
School Counseling Program Goal(s) addressed: By June 2015, 1st grade students will decrease unexpected behaviors by 20%, as indicated by Student Support Forms.
ASCA Mindsets and Behaviors standards addressed:
M:2
B:SM.2, B:SM.7, B:SM.10
B:SS.1, B:SS.9
Common Core Standards
1SL.1, 1SL.2, 1SL.4
Learning Objective(s):
Competency: Following agreed upon rules for the discussion, describe ways to manage your emotions so that you can be ready to learn.
Objectives:
Students will:
1) Understand that different situations make them feel different emotions.
2) Understand that they have the ability to manage and change their emotions.
2) Identify what zone a character in a book is in and why.
3) Identify what zone they are in and why.
4) Write strategies they can use to get to the “green zone,” so they are ready to learn.
Essential Questions:
1. What are the four zones?
2. How can you manage and change your emotions?
3. How can you get to the “green zone”?
Lesson 1: Introduction
Materials:Counselor-developed curriculum based onThe Zones of Regulation; Zones chart, Zones flip folder, group plan, Today I Feel Silly (and other Moods That Make My Day)
References:
Curtis, J., & Cornell, L. (1988). Today I feel silly & other moods that make my day. New York: HarperCollins.
Kuypers, L. & Winner, M. (2011). The zones of regulation: A curriculum designed to foster self-regulation and emotional control. San Jose, CA: Think Social Pub.
Procedure:Review expectations about following the group plan and go over what the group plan for the lesson will be. Introduce the Zones chart and Zones flip folder. Explain that we experience lots of different emotions, and that those emotions can be grouped together into colored zones. Explain the different zones and what feelings go in each. Have each student use the Zones flip folder to check in about what zone they are in and why.Read Today I Feel Silly (and other Moods That Make My Day) and discuss which zone the character is in on different pages.
Lesson 2:Introduction, Part 2
Materials: Counselor-developed curriculum based onThe Zones of Regulation; Zones chart, Zones hands, group plan, My Many Colored Days
References:
Johnson, S. (1996). My many colored days. New York: Knopf.
Kuypers, L. & Winner, M. (2011). The zones of regulation: A curriculum designed to foster self-regulation and emotional control. San Jose, CA: Think Social Pub.
Procedure:Review expectations about following the group plan and go over what the group plan for the lesson will be. Review the Zones chart and ask a few students to share what zone they are in and why. Explain that while reading Dr. Seuss’s Many Colored Days, students will be asked to hold up a paper hand on a popsicle stick that corresponds with the zone that is represented on that page. Note that the zone colors do not match the colors listed on the page. Distribute four hands to students (blue, green, yellow and red). Read Dr. Seuss’s Many Colored Daysand pause at the end of each page to discuss what zone they think is represented on that page.
Lesson 3: Blue Zone
Materials: Counselor-developed curriculum based onThe Zones of Regulation; Zones chart, group plan, strategies exit ticket, When I’m Sad
References:
Aaron, J., & Gardiner, B. (1998). When I’m sad. New York: Golden Books.
Kuypers, L. & Winner, M. (2011). The zones of regulation: A curriculum designed to foster self-regulation and emotional control. San Jose, CA: Think Social Pub.
Procedure:Review expectations about following the group plan and go over what the group plan for the lesson will be. Review the Zones chart and ask a few students to share what zone they are in and why. Explain the concept that you can change how you are feeling. Read When I’m Sad and have students notice what strategies are used to change the character’s mood. Create a list on the whiteboard of strategies students use to help themselves feel happier when they are sad. Distribute the strategies exit tickets and have students choose 2-4 strategies that work for them to get from blue to green and write them on their exit ticket. Collect the exit tickets to analyze the data, and then return the tickets to the student; they can choose whether to keep the ticket at home or at school to reference when they need to.
Lesson 4: Yellow Zone
Materials: Counselor-developed curriculum based onThe Zones of Regulation; Zones chart, group plan, strategies exit ticket, Wilma Jean the Worry Machine
References:
Cook, J., & DuFalla, A. (2012). Wilma Jean the worry machine. Chattanooga, TN: National Center for Youth Issues.
Kuypers, L. & Winner, M. (2011). The zones of regulation: A curriculum designed to foster self-regulation and emotional control. San Jose, CA: Think Social Pub.
Procedure:Review expectations about following the group plan and go over what the group plan for the lesson will be. Review the Zones chart and ask a few students to share what zone they are in and why. Review the concept that you can change how you are feeling. Read Wilma Jean the Worry Machine and have students notice what strategies are used to change the character’s feelings. Create a list on the whiteboard of strategies students use to help themselves feel better when they are nervous or worried. Distribute the strategies exit tickets and have students choose 2-4 strategies that work for them to get from yellow to green and write them on their exit ticket. Collect the exit tickets to analyze the data, and then return the tickets to the student; they can choose whether to keep the ticket at home or at school to reference when they need to.
Lesson 5: Red Zone
Materials: Counselor-developed curriculum based onThe Zones of Regulation; Zones chart, group plan, strategies exit ticket, Howard B. Wigglebottom Learns It’s Okay to Back Away
References:
Binkow, H., & Cornelison, S. (2010). Howard B. Wigglebottom learns it's okay to back away. Marina Del Rey, CA: Thunderbolt Pub./We Do Listen Foundation.
Kuypers, L. & Winner, M. (2011). The zones of regulation: A curriculum designed to foster self-regulation and emotional control. San Jose, CA: Think Social Pub.
Procedure:Review expectations about following the group plan and go over what the group plan for the lesson will be. Review the Zones chart and ask a few students to share what zone they are in and why. Review the concept that you can change how you are feeling. Read Howard B. Wigglebottom Learns It’s Okay to Back Away and have students notice what strategies are used to change the character’s feelings. Create a list on the whiteboard of strategies students use to help themselves feel better when they are angry. Distribute the strategies exit tickets and have students choose 2-4 strategies that work for them to get from red to green and write them on their exit ticket. Collect the exit tickets to analyze the data, and then return the tickets to the student; they can choose whether to keep the ticket at home or at school to reference when they need to.
Plan for Evaluation: How will each of the following be collected?
Process Data:Attendance for classroom lessons
Perception Data:On-going concept check with students; observation of verbal responses and strategies exit tickets
Outcome Data:Classroom teacher reports; SWIS and CICO behavioral data
Follow Up: review strategies exit tickets; make-up lessons, as needed