Standards Alignment
- TEKS.HEALTH.1.03A primary
identify their own feelings and emotions; - TEKS.HEALTH.1.03B primary
discuss and explain how emotions can interrupt thinking and the self-management process; - TEKS.HEALTH.1.03C primary
describe and practice calming and self-management strategies;
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Lesson Overview
This lesson introduces first-grade students to recognizing their own feelings and emotions, understanding how emotions can affect their thinking and self-management, and practicing calming and self-regulation strategies. It supports students in developing socio-emotional health and self-regulation skills as part of mental health and wellness.
Learning Objectives
- Identify and name their own feelings and emotions.
- Explain how strong emotions can sometimes interrupt their thinking and ability to manage themselves.
- Describe and practice simple calming and self-management strategies to help regulate emotions.
Success Criteria
- Students can name at least three different feelings or emotions they experience.
- Students can explain how feeling upset or angry might make it hard to think clearly or follow rules.
- Students can demonstrate at least one calming strategy, such as deep breathing or counting to calm down.
Prerequisite Knowledge
Students should have basic vocabulary for common feelings and be able to communicate simple ideas about how they feel.
Key Vocabulary
- Feelings
- Emotions
- Calm
- Self-management
- Thinking
- Calming strategies
- Self-regulation
Materials and Resources
- Emotion flashcards or pictures showing different feelings (happy, sad, angry, scared, calm)
- Chart paper or whiteboard
- Markers
- Calming strategy visual aids (e.g., pictures showing deep breathing, counting, or taking a break)
Teacher Preparation
- Prepare emotion flashcards or pictures to show to students.
- Create a feelings chart to record students' responses.
- Review calming and self-management strategies appropriate for first graders.
- Plan simple role-play scenarios to practice calming strategies.
Detailed Lesson Notes
Understanding Feelings and Emotions
Feelings and emotions are how we experience the world inside ourselves. They can be happy, sad, angry, scared, or calm, among others. Teaching students to identify their feelings helps them understand themselves better and communicate with others. Use pictures or flashcards to show different emotions and ask students to name or act out times they have felt that way.
How Emotions Affect Thinking and Self-Management
Strong emotions can sometimes make it hard to think clearly or make good choices. For example, when someone is very angry or scared, they might find it difficult to listen or follow directions. Helping students recognize this connection supports their ability to pause and use strategies to calm down before reacting.
Calming and Self-Management Strategies
Calming strategies help students manage their emotions and regain control. Examples include taking deep breaths, counting slowly to five, or taking a quiet break. Practice these strategies with students through guided activities and role-play so they can use them independently when needed.
Worked Examples
Worked Example 1
Scenario
A student feels angry because a friend took their toy. How might this strong feeling affect their thinking and behavior? What calming strategy could help?
Explanation
When the student feels angry, they might find it hard to think clearly or share. Using a calming strategy like taking deep breaths can help them calm down and think about what to do next.
Answer Guide
The student might feel upset and want to yell or grab the toy. Taking deep breaths can help them calm down and solve the problem peacefully.
Engage
Teacher Activity
Show students pictures of different facial expressions representing feelings like happy, sad, angry, and scared. Ask students to guess the feeling and share a time they felt that way.
Student Activity
Students look at the pictures and share their ideas about the feelings shown. They raise their hands to share personal experiences related to each emotion.
Explanation
This activity helps students connect visual cues to feelings and begin to identify their own emotions.
Examples
- Students correctly identify common feelings in pictures.
- Students share simple examples of when they felt those emotions.
Explore
Teacher Activity
Discuss how sometimes feelings can make it hard to think or behave. Share a story or example where someone felt upset and had trouble listening or following rules.
Student Activity
Students listen and then share if they have ever felt so upset that they couldn't think clearly or follow directions.
Explanation
This helps students understand that emotions can interrupt thinking and self-management.
Examples
- Students describe feelings that make thinking or behavior difficult.
- Students relate emotions to changes in their actions or thoughts.
Explain
Teacher Activity
Introduce calming strategies such as deep breathing, counting slowly, or taking a quiet break. Demonstrate each strategy clearly and explain when to use them.
Student Activity
Students practice each calming strategy together with the teacher, following instructions step-by-step.
Explanation
Modeling and practicing calming strategies helps students learn how to manage emotions effectively.
Examples
- Students follow along and practice calming strategies.
- Students can explain why these strategies help them feel better.
Elaborate
Teacher Activity
Lead role-play scenarios where students practice recognizing feelings and using calming strategies in a safe setting.
Student Activity
In pairs or small groups, students act out situations where they feel upset and then use a calming strategy to manage their emotions.
Explanation
Role-play provides students with opportunities to apply their knowledge and skills in realistic situations.
Examples
- Students demonstrate understanding of feelings and calming strategies.
- Students use self-management techniques appropriately in role-play.
Evaluate
Teacher Activity
Ask students to share or demonstrate a feeling they have experienced and a calming strategy they can use.
Student Activity
Students name a feeling and show or describe a calming strategy they have learned.
Explanation
This assessment checks students' ability to identify emotions and apply self-management strategies.
Examples
- Students correctly identify feelings.
- Students demonstrate or describe calming strategies effectively.
Classroom Activity
Students listen and then share if they have ever felt so upset that they couldn't think clearly or follow directions.
Guided Practice
Guided Practice 1
Prompt
Name three different feelings you have felt before.
Teacher Answer Guide
Happy, sad, and angry are examples of feelings a student might name.
Guided Practice 2
Prompt
Explain how feeling scared might make it hard to listen to your teacher.
Teacher Answer Guide
Feeling scared can make your mind worried or distracted, so it is harder to pay attention or follow instructions.
Guided Practice 3
Prompt
Show how you can use deep breathing to calm down when you feel upset.
Teacher Answer Guide
Take slow, deep breaths in through your nose and out through your mouth to help your body relax and feel calmer.
Guided Practice 4
Prompt
Describe a time when you felt angry and what you did to calm yourself. Did it help? Why or why not?
Teacher Answer Guide
A student might say they felt angry when someone took their toy and they counted to five to calm down. It helped because it stopped them from yelling and helped them think.
Guided Practice 5
Prompt
Imagine a friend is very upset and can't stop crying. What calming strategy could you suggest to help them feel better?
Teacher Answer Guide
You could suggest taking deep breaths together or finding a quiet place to sit and calm down.
Independent Practice
- Foundational: Name three different feelings you have felt before.
- Developing: Explain how feeling scared might make it hard to listen to your teacher.
- Application: Show how you can use deep breathing to calm down when you feel upset.
- Analysis: Describe a time when you felt angry and what you did to calm yourself. Did it help? Why or why not?
- Challenge: Imagine a friend is very upset and can't stop crying. What calming strategy could you suggest to help them feel better?
Independent Practice Teacher Answer Key
- 1. Happy, sad, and angry are three feelings a student might name.
- 2. Feeling scared can make your mind worried or distracted, so it is harder to pay attention or follow instructions.
- 3. Take slow, deep breaths in through your nose and out through your mouth to help your body relax and feel calmer.
- 4. A student might say they felt angry when someone took their toy and they counted to five to calm down. It helped because it stopped them from yelling and helped them think.
- 5. You could suggest taking deep breaths together or finding a quiet place to sit and calm down.
Guiding Questions
- What are some feelings you know?
- How do feelings sometimes make it hard to think?
- What can you do to calm down when you feel upset?
Common Misconceptions
- All feelings are bad and should be hidden.
- Strong emotions always mean you will lose control.
- Calming strategies only work if you use them perfectly every time.
Differentiation
Support and Intervention
Use simple, clear language and visual aids to explain feelings. Provide one-on-one support during role-play activities. Use emotion cards to help students identify feelings.
English-Language Learner Support
Use pictures and gestures to teach feelings vocabulary. Repeat key phrases and model calming strategies clearly. Encourage peer support and use of first language when possible.
Advanced and Extension
Encourage students to describe feelings in more detail. Have students create their own calming strategy posters. Discuss how different situations can cause different feelings.
Assessment
- Observe students naming feelings during the engage phase.
- Listen to students explain how emotions affect thinking during explore.
- Watch students practice calming strategies during explain and elaborate.
- Name one feeling you have and one way to calm down when you feel that way.
- Draw a picture showing a feeling and write or tell how you can calm down when you feel that way.
Answer Guide
- Name three different feelings you have felt before.
Answer: Happy, sad, and angry are examples of feelings a student might name. - Explain how feeling scared might make it hard to listen to your teacher.
Answer: Feeling scared can make your mind worried or distracted, so it is harder to pay attention or follow instructions. - Show how you can use deep breathing to calm down when you feel upset.
Answer: Take slow, deep breaths in through your nose and out through your mouth to help your body relax and feel calmer. - Describe a time when you felt angry and what you did to calm yourself. Did it help? Why or why not?
Answer: A student might say they felt angry when someone took their toy and they counted to five to calm down. It helped because it stopped them from yelling and helped them think. - Imagine a friend is very upset and can't stop crying. What calming strategy could you suggest to help them feel better?
Answer: You could suggest taking deep breaths together or finding a quiet place to sit and calm down.
Real-Life Application
Encourage families to talk about feelings at home and practice calming strategies together, reinforcing the skills learned in class.
Homework or Home Connection
- Encourage families to talk about feelings at home and practice calming strategies together, reinforcing the skills learned in class.
Lesson Summary
In this lesson, students learn to identify their own feelings and emotions, understand how strong emotions can affect their thinking and behavior, and practice simple calming and self-management strategies. These skills help students develop socio-emotional health and self-regulation, supporting their mental health and wellness.
Teacher Notes
Use the exact standards alignment and retrieved-source provenance stored with this enrichment.