Unit Plan 10 (Grade 1 Counselor): Name the Feeling, Choose a Strategy

Focus: Connect emotion identification with choosing a helpful coping tool. Students review feeling words and then match feelings to possible strategies, such as breathing when mad, asking for help when scared, taking a break when overwhelmed, or using self-talk when embarrassed. The counselor uses a “feelings toolbox” visual that students can revisit throughout the year.

Grade Level: 1

Subject Area: School Counseling (Feelings • Coping Strategies • Emotional Regulation)

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

I. Introduction

This Grade 1 counseling lesson helps students connect two important skills: naming a feeling and choosing a strategy. Students review common emotions such as happy, sad, mad, worried, scared, excited, embarrassed, proud, frustrated, and calm. They learn that once they can name a feeling, they can choose a tool that helps their body and brain respond safely.

The counselor introduces a “feelings toolbox” visual to show that students have different tools for different feelings. For example, a student might use slow breathing when mad, ask for help when scared, take a short break when overwhelmed, or use positive self-talk when embarrassed. The goal is for students to understand that feelings are normal and that strategies can help them make safe, respectful choices.

Essential Questions

• How can naming a feeling help students choose what to do next?
• What coping tools can help with mad, worried, scared, embarrassed, or frustrated feelings?
• Why might different feelings need different strategies?
• How can students practice coping tools while calm?
• How can a feelings toolbox help students during the school day?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Name and recognize common emotions in themselves, pictures, puppets, stories, or scenarios.
2. Identify simple clues that show a student may be feeling mad, worried, scared, embarrassed, proud, excited, calm, sad, or frustrated.
3. Match common feelings to helpful coping strategies.
4. Practice calming tools such as breathing, counting, positive self-talk, asking for help, taking a break, or using a quiet voice.
5. Explain that naming a feeling can help students choose a safe and helpful strategy.
6. (Optional Session) Apply feelings-and-strategies matching through a toolbox sort, movement game, partner practice, or scenario review.

Standards Alignment — Grade 1 (ASCA-based Custom)

• C:S2.1a — Name and Recognize Common Emotions
  • Identify common emotions in themselves and others, including happy, sad, mad, worried, scared, excited, embarrassed, proud, and calm.
  • Example: A student looks at a picture and says, “He looks worried because his eyebrows are up and he is holding his backpack tightly.”
• 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.

Success Criteria — Student Language

• I can name a feeling.
• I can notice clues that show how someone might feel.
• I can choose a strategy that matches a feeling.
• I can practice calming tools while I am calm.
• I can use my feelings toolbox to help me make safe choices.