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Lesson 3

The document provides a lesson plan to teach students about the zones of regulation, which categorizes emotions into four colored zones (blue, green, yellow, red). Students will learn about the emotions that fall under each zone through discussion, acting out facial expressions, and informal assessments. The goal is for students to better understand their own emotions and increase their emotional vocabulary.

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273 views

Lesson 3

The document provides a lesson plan to teach students about the zones of regulation, which categorizes emotions into four colored zones (blue, green, yellow, red). Students will learn about the emotions that fall under each zone through discussion, acting out facial expressions, and informal assessments. The goal is for students to better understand their own emotions and increase their emotional vocabulary.

Uploaded by

api-526732343
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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CONTENT AREA(S): Zones of Regulation GRADE(S): 3rd and 5th ESTIMATED TIME: 30 minutes PREREQUISITES: Students should be able to

explain what the three colors on a stop light


mean and what you should do when you see
each color.
Common Core State Standards:
CCSS.ELA.SL.3.1 Engage effectively in a
range of collaborative discussions with
diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their
own clearly.

Learning Goal/Objective: Students will be able to learn about the zones of regulation and categorize emotions into the four zones. Students will be able to increase their vocabulary of emotions
and increase their recognition of facial expressions.

Language Goal/Objective: Students will be able to act out different emotions, pick which zone that emotion goes into, and explain why they put that emotion in the zone.

CONSIDERATIONS FOR LEARNER VARIABILITY (Include specific strategies):


-Students will get to act out the emotions in each zone and complete a hands-on activity of placing the emotions on velcro on the zones.
-Students will discuss or write how they are feeling.
UDL Alignment
ENGAGEMENT REPRESENTATION ACTION AND EXPRESSION
-Students will discuss with their peers how the colors of a stop -Students will be lectured about the four different zones. -Students will act out the different emotions and guess which
light are related to emotions. -Students will get to see the four zones on different colors of zone it falls under.
-Students will act out emotions using facial expressions and paper and place the emotions under them. -Students will express how they feel by discussing and writing
place the emotion on velcro under the zone. about it.
-Students will discuss how they feel after the lesson and write
about it.
-Students will draw what makes them calm and happy on their
zones of regulation folders.

ASSESSMENTS
Informal Assessment: Students will pick an emotion on a card out of a box. They will have to show that facial expression on their face. As a group, the students will decide which zone that
emotion falls under.

Summative Assessment: After the lesson, the students will say how they are feeling and which zone that emotion would fall under. They will then write about why they are feeling that way.
Key Vocabulary:
Zones of regulation
Blue zone
Red zone
Yellow zone
Green zone
METHODS: METHODS: METHODS:
OPENING (Anticipatory Set) DURING CLOSING
-I will first ask “How many of you have ridden -I will discuss the four different types of zones of regulation for emotions (blue, green, yellow, and -I will assess the students’ understanding of
in a car?” red). the zones by asking them to state how they
-Then I will ask “How many of you have -For each zone I will ask “What color is it?”, “What does this color remind you of?” and “How do feel and which zone their emotion would fall
taken a close look at the colors on a stop you think we may feel when we are in this zone?” under. They will write this down on a piece
light?” -For the blue zone I will explain how this is when your body is running slow like when one is sick, of paper and explain why they are feeling
-I will explain how the colors at a stop light tired, or bored. that way.
are just like the zones of regulation except -For the green zone, I will explain how this is when your body is feeling “good to go.” -If time, we will have a group discussion and
there is one more special color added. -For the yellow zone I will explain how it is important to proceed with caution, just like at a stop answer the question “How does sorting out
-I will ask students to predict what the light. You may be feeling frustrated, silly, anxious, or surprised. the way you feel into the four zones help you
emotions are for how they would be feeling -Finally, when one is in the red zone it is important to stop. One may be feeling angry or understand yourself?”
in each zone. aggressive. -If time, the students will finish decorating
-After reviewing the four zones the students will do an informal activity. They will pick an emotion their zones of regulation folders by drawing
out of a box and demonstrate that with a facial expression. The group will work together to decide things that make them calm and happy.
which zone that emotion falls under. They will be storing their work in these
folders.
MATERIALS AND SUPPLIES:
Zones of regulation folders
Colored pencils
Box of emotions

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