Unit Plan 20 (Grade 1 Counselor): My Calm-Down Plan

Focus: Help students choose coping tools that work best for them. The counselor reviews strategies such as breathing, counting, asking for help, taking a break, using positive self-talk, using a quiet voice, or relaxing the body. Students select two or three tools for a personal calm-down plan and practice when they might use each one.

Grade Level: 1

Subject Area: School Counseling (Coping Tools • Self-Regulation • Help-Seeking)

Total Unit Duration: 1–2 weeks, 30 minutes per session

I. Introduction

This Grade 1 counseling lesson helps students understand that different calm-down tools can help different people. Students review familiar coping strategies such as slow breathing, counting, asking for help, taking a break, using positive self-talk, using a quiet voice, relaxing the body, drawing, or asking for space. They learn that a calm-down plan is a simple plan students can use when feelings become big.

The counselor helps students choose two or three tools that feel helpful, safe, and realistic for school. Students practice matching tools to situations, such as feeling mad during a game, worried before trying something new, embarrassed after a mistake, or frustrated with hard work. The lesson reinforces that if a feeling or problem feels too big to handle alone, asking a trusted adult for help is part of a strong calm-down plan.

Essential Questions

• What is a calm-down plan?
• What coping tools can students use when feelings get big?
• How can students choose tools that work best for them?
• When should students ask a trusted adult for help?
• How can a calm-down plan help students make safe and respectful choices?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify calming and coping strategies such as breathing, counting, positive self-talk, asking for help, taking a break, using a quiet voice, or relaxing the body.
2. Choose two or three coping tools for a personal calm-down plan.
3. Practice selected coping tools while calm.
4. Match coping tools to common feelings or situations, such as anger, worry, fear, frustration, sadness, embarrassment, or excitement.
5. Recognize when a feeling or problem feels too big to handle alone.
6. Identify trusted adults who can help when a calm-down tool is not enough.
7. (Optional Session) Apply calm-down planning through tool cards, personal plan pages, scenario practice, role-play, or coping toolbox review.

Standards Alignment — Grade 1 (ASCA-based Custom)

• C:S2.1b — Use Calming and Coping Strategies
  • Practice calming tools such as breathing, counting, positive self-talk, asking for help, taking a break, or using a quiet voice.
  • Example: A student practices taking three slow breaths before trying again after a mistake.
• C:S2.1c — Know When and How to Ask for Help
  • Recognize when a feeling or problem is too big to handle alone and identify a trusted adult who can help.
  • Example: A student says, “If I feel really scared on the playground, I can tell the teacher on duty.”

Success Criteria — Student Language

• I can name calm-down tools.
• I can choose two or three tools for my calm-down plan.
• I can practice my calm-down tools while I am calm.
• I can tell when a feeling might be too big to handle alone.
• I can ask a trusted adult for help when I need support.