ASCA Mindset: M 1. Belief in development of whole self, including a healthy balance of mental/ emotional and physical well-being.

ASCA Behaviors: B-SS 2. Positive relationships with adults that support success; B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary. 

K: School Counselor Role Intro: Ms. Bailey reviews her role as a school counselor. Using a Mrs. Potato Head, Students will learn about the parts of their school counselor. Just like Mrs. Potato Head, school counselors have lots of parts that help them do their job! School counselors have: 1) Smart Brain-to help kids solve problems, make good choices, and cope with big feelings. 2) Listening Ears-to listen to students and make sure they feel heard and understood. 3) Caring Eyes- to look out for students and help keep them safe. 4) Wise Mouth-to teach, encourage, and support students, teachers, and families. 5) Loving Heart- to care for and love all students. 6) Helping Hands to greet, guide, comfort, and play with students. 7) Busy Feet- to move quickly around the school to help students, caregivers, and teachers. Students will complete a Parts of My School Counselor coloring sheet (copyrighted). We will end our lesson with a fun game of "Hot Potato" where students will pass the ball in a circle and when the music stops they will share one thing they learned about Ms. Bailey.  

1: School Counselor Role Review: School Counselor Role Intro: Ms. Bailey reviews her role as a school counselor. Using a Mrs. Potato Head, Students will learn about the parts of their school counselor. Just like Mrs. Potato Head, school counselors have lots of parts that help them do their job! School counselors have: 1) Smart Brains-to help kids solve problems, make good choices, and cope with big feelings. 2) Listening Ears-to listen to students and make sure they feel heard and understood. 3) Caring Eyes- to look out for students and help keep them safe. 4) Wise Mouth-to teach, encourage, and support students, teachers, and families. 5) Loving Heart- to care for and love all students. 6) Helping Hands to greet, guide, comfort, and play with students. 7) Busy Feet- to move quickly around the school to help students, caregivers, and teachers. Students will complete a My School Counselor Helps Me handout (copyrighted) where they will write and draw one way their school counselor can help them this school year. We will end our lesson with a fun game of "Hot Potato" where students will pass the ball in a circle and when the music stops they will share one thing they learned about Ms. Bailey.  

2: School Counselor Role Review: Ms. Bailey will review her role and the services provided through the KTES School Counseling Program (classroom lessons, small group counseling, and individual counseling). She explains how to reach out to her if support is needed with big feelings or problems (ask their teacher, ask their parent to call/email, or write a note and put in the school counselor mailbox). Students will play a School Counselor Bingo Review Game (copyrighted). Example of some Bingo Items include: runs small groups, teaches lessons, helps everyone, emotion regulation, helps resolve conflict, etc. 

3-5: School Counselor Role Review

ASCA Mindset: M 1. Belief in development of whole self, including a healthy balance of mental/ emotional and physical well-being.

ASCA Behaviors: B-SS 2. Positive relationships with adults that support success; B-SS 8. Advocacy skills for self and others and ability to assert self, when necessary. 

ASCA Mindset: M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being.

ASCA Behaviors: B-SMS 1. Responsibility for self and actions.

K: Lesson 1: Ms. Bailey teaches emotion identification of the following feelings: happiness, sadness, love, anger, worry, confidence, and peaceful. To better help students understand how to identify their feelings, Ms. Bailey helps students become "feeling detectives." Feeling detectives know how to spot and name feelings. Students will use their feeling detective skills to spot and name the feelings on the "moody monitor" (pictures of kids displaying different feelings). Students will then complete My Scribble Spot worksheet (copyrighted) where they will create a spot of feeling that matches how they feel today and complete the following sentence: I feel ______________today. Videos used during the lesson: Scribble Spot Song and Scribble Academy. 

Lesson 2:  Ms. Bailey teaches emotion communication through helping students identify how they would feel in different sceaniors. For example: I feel ________when I cannot find something, I feel ______ when I draw, I feel _____when I learn something new, etc. Students will learn that they have different feelings than others in the same situation. For example, Johnny feels calm when he draws because he likes being creative and Skylar feels frustrated when she draws because she does not like that activity. Students will learn that when they have a big feeling they can communicate that feeling with others. This helps others know what they are feeling and how they can help! Students will practice modeling the I feel ____ when_____ strategy. Videos used in lesson: How Are You Feeling and I-message. 

1: Lesson 1:  Ms. Bailey teaches emotion identification of the following feelings: happiness, sadness, love, anger, worry, confidence, and peaceful. To better help students understand how to identify their feelings, Ms. Bailey helps students become "feeling detectives." Feeling detectives know how to spot and name feelings. Students will use their feeling detective skills to spot and name the feelings on the "moody monitor" (pictures of kids displaying different feelings). Students will then complete My Scribble Spot worksheet (copyrighted) where they will create a spot of feeling that matches how they feel today and complete the following sentence: I feel ______________today. Videos used during the lesson: Scribble Spot Song and Scribble Academy. 

Lesson 2:  Ms. Bailey teaches emotion communication through helping students identify how they would feel in different sceaniors. For example: I feel ________when I cannot find something, I feel ______ when I draw, I feel _____when I learn something new, etc. Students will learn that they have different feelings than others in the same situation. For example, Johnny feels calm when he draws because he likes being creative and Skylar feels frustrated when she draws because she does not like that activity. Students will learn that when they have a big feeling they can communicate that feeling with others. This helps others know what they are feeling and how they can help! Students will complete IFeelWhen Worksheet (copyrighted). Students will select a feeling, draw a picture of that spot of feeling, and complete the following sentence I feel ____ when ___.   Video used in lesson: How Are You Feeling. 

2: Self-Regulation Skills

ASCA Mindset: M 1. Belief in development of whole self, including a healthy balance of mental, social/ emotional and physical well-being.

ASCA Behaviors: B-SMS 6. Ability to identify and overcome barriers; B-SMS 7. Effective coping skills. 

2: Students will learn about big feelings and how coping skills can help. Ms. Bailey introduces 4 types of coping skills 1) Relaxation 2) Positive Self-Talk 3) Distraction 4) Problem Solving. Students will participate in "Four Corners" where Ms. Bailey will read a scenario and students will decide what they would do to help themselves feel better in the situation. Corner A: Relax My Body and Brain/Corner B: Use Positive Self-Talk/Corner C: Be a Problem Solver/Corner D: Distract Myself. For continued practice, students will partner up and play "Ask & Switch" where they will take turns sharing and listening to how students would cope in a given scenario. Example: How would you cope if... you were really sad because your best friend was not at school today. If time allows, students will complete their own coping skill scenario worksheet (copyrighted). On the worksheet, students circle a scenario, write a brief story, circle how the character would feel, and which coping skill they would use. 

3-5: Self Care & Coping Skills

ASCA Mindset: M 1. Belief in development of whole self, including a healthy balance of mental, social/ emotional and physical well-being.

ASCA Behaviors: B-SMS 6. Ability to identify and overcome barriers; B-SMS 7. Effective coping skills. 

K: Lesson 1:Ms. Bailey teaches students how to be Problem Solving Detectives. Problem Solving Detectives know how to spot big problems and small problems.  Big problems are unsafe and can be dangerous. We need to ask an adult for help to solve them. Small problems are no big deal! They can make us feel a little sad, mad, or disappointed. Small problems happen all the time and I can solve them by myself! Ms. Bailey will read a story called Big Problems and Little Problems by Ben Feller. A story about how a father and son learn how to problem solve daily challenges that pop up in their day. Students will use their problem solving detective skills to spot big and small problems in provided scenarios. Examples include: a student cuts you in line, someone is playing to rough at recess, etc. 

Lesson 2:  Ms. Bailey reviews Big Problems and Small Problems and how to spot the size of the problem. Students will watch We'll Solve The Problem Ourselves Video. Ms. Bailey will explain 3 steps to solving Small Problems Independently: 1) Stop to think. 2) Think how to solve it. 3) Choose a safe and smart action. Students will practice their problem solving skills by answering the question "what should I do" in a series of problem examples. Some examples include: "Sunny was working when her pencil tip broke. She needs a pencil to finish her work: what should she do?" and "Ben isn't sure what he is supposed to be doing in class: what should he do?" After whole class practice, students will play a game called "What should they do." Ms. Bailey will read an example of a problem and the student who presses the buzzer the fastest will answer with a problem solving strategy! 

1: Lesson 1:Ms. Bailey teaches students how to be Problem Solving Detectives. Problem Solving Detectives know how to spot big problems and small problems.  Big problems are unsafe and can be dangerous. We need to ask an adult for help to solve them. Small problems are no big deal! They can make us feel a little sad, mad, or disappointed. Small problems happen all the time and I can solve them by myself! Ms. Bailey will read a story called Big Problems and Little Problems by Ben Feller. A story about how a father and son learn how to problem solve daily challenges that pop up in their day. Students will use their problem solving detective skills to spot big and small problems in provided scenarios. Examples include: a student cuts you in line, someone is playing to rough at recess, etc. 

Lesson 2: Ms. Bailey reviews Big Problems and Small Problems and how to spot the size of the problem. Students will watch We'll Solve The Problem Ourselves Video. Ms. Bailey will explain 3 steps to solving Small Problems Independently: 1) Stop to think. 2) Think how to solve it. 3) Choose a safe and smart action. Students will practice their problem solving skills by answering the question "what should I do" in a series of problem examples. Some examples include: "Sunny was working when her pencil tip broke. She needs a pencil to finish her work: what should she do?" and "Ben isn't sure what he is supposed to be doing in class: what should he do?" After whole class practice, students will play a game called "What should they do." Ms. Bailey will read an example of a problem and the student who presses the buzzer the fastest will answer with a problem solving strategy! 

2: Ms. Bailey teaches students how to be Problem Solving Detectives. Problem Solving Detectives know how to spot big problems and small problems. Big problems are unsafe and can be dangerous. We need to ask an adult for help to solve them. Small problems are no big deal! They can makes us feel a little sad, mad, or disappointed. Small problems happen all the time, and I can solve them all by myself! Ms. Bailey will explain the 3 steps to solving small problems independently: 1) Stop to think. 2) Think how to solve it. 3) Choose a safe and smart action. Students will practice their problem solving skills by answering the question "what should I do" in a series of problem solving examples. After whole class practice, students will play a game called "What should they do." Ms. Bailey will read an example of a problem and the student who presses the buzzer the fastest will answer with a problem solving strategy! 

3-5: Mindfulness

ASCA Mindset: M 1. Belief in development of whole self, including a healthy balance of mental, social/ emotional and physical well-being.

ASCA Behaviors: B-SMS 6. Ability to identify and overcome barriers; B-SMS 7. Effective coping skills.