Social Skills Lesson Plan #2

School Counselor: Mrs. Moore & Cindy Hoang Date: 3/20/2019

Activity: Identifying Stressful Situations & Mindfulness Coloring
Grade(s): Kinder- First Grade

School Counseling Program Goal(s) addressed:

Self-management Skills: Continued focus on a goal despite obstacles (grit or
persistence) and avoidance of distractions or temptations to prioritize higher
pursuits over lower pleasures (delayed gratification, self-discipline, self-control).

ASCA Student Standards or ASCA Mindsets & Behaviors standards

addressed:
ASCA Domain:
Social/Emotional Development – Standards guiding school
counseling programs to help students manage emotions and
learn and apply interpersonal skills.

ASCA Student Standards:

A:A3.2 Demonstrate the ability to work independently, as well as the ability to
work cooperatively with other students
PS:C1.10 Learn techniques for managing stress and conflict
PS:C1.11 Learn coping skills for managing life events

ASCA Mindsets and Behaviors:

B-LS 2. Demonstrate creativity
B-SMS 2. Demonstrate self-discipline and self-control
B-SMS 3. Demonstrate ability to work independently
B-SMS 4. Demonstrate ability to delay immediate gratification for long-term
rewards
B-SMS 7. Demonstrate effective coping skills when faced with a problem
Learning Objective(s): (If using the ASCA Mindsets &
Behaviors, objectives should align with competencies that can
be found here.)

1. Learn techniques for managing stress in a positive way

2. Experience and practice healthy copy strategies
3. Develop tools to increase self-control, self-awareness and to promote positive
mental health

Materials:
- Paper
- Crayons or Markers
- Optional: Attached worksheets
- Optional: Calming Music (CD or Youtube)

Procedure(30mins):
- First have students list when they feel they would be stressed, scared, or
angry
- Write down the list on a piece of paper or on white board
- Have a discussion about what they already do to keep themselves calm
- Discuss different calming strategies such as breathing or coloring
- Have the child complete the worksheet by finding things in the classroom
relating to the color
- Have the child color the mindfulness worksheet while playing calming
music
- Talk about limitations and when the students can’t color (e.g. during
carpet time, working on chrome books, during instruction)

Plan for Evaluation: How will each of the following be collected?

Process Data:
1 Kindergarten student, 1 First grader ( Ideally, 4-6 for lower elementary)
During group counseling session for Social Skills
Perception Data: Ask the children how they feel after coloring from a Likert
scale of 5 being really worked up and unable to learn to 1 being very calm and
ready to learn. Using the visual attached, each student will be able to identity
every group session in the beginning and end of group how they would self-rate
themselves on level of readiness to learn and what it would take them to move a
level higher in terms of concentration (i.e. self-talk, breathing, mindfulness
coloring).

Outcome Data: Pre/Post Tests data will be measured to evaluate if students

understand the concept of the different social skills presented (calming down
skills, conflict resolution, and empathy skills).

Follow Up: After coloring, review as a way to calm down during stressful
situations as a way to promote self-awareness and healthy coping techniques.
Talk about limitations and when the students can’t color (e.g. during carpet time,
working on chrome books, during instruction)

Youtube Music Link: https://www.youtube.com/watch?v=VnQ8AhkX7bQ