Lesson Plan

School Counselor: Gabriel Villanueva

Lesson Plan Title:

My Power to Get Back to Calm and Balance
□ Single Classroom Lesson
□ Unit of Classroom Lessons: Lesson _____ of _____
□ Small-Group Session Lessons: Lesson ___4__ of __6___
Target Audience:

Evidence Base:
⬜ Best Practice
⬜
⬜
(commonly used and believed to be of high quality)
Action Research (individual investigates own practice to improve content/delivery)

⬜ Research-Informed (a review of research provides foundation for content/delivery)

Evidence-Based (highest level of evidence, results published in peer-reviewed journal)

ASCA Student Standards Targeted: Student Learning Objectives:

Identify 1–2 student standards relevant for this For each of the selected student standards, write or
targeted group and goal: select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
M 1. Belief in development of whole self, Student(s) will:
including a healthy balance of mental, -Learn that areas of self-care can become out of
social/emotional, and physical balance.
well-being
-Learn that the Stress Resilience area of our self-care
M 5. Belief in using abilities to their can help us when we face challenges in any of the
fullest to achieve high-quality results and areas.
outcomes
-Learning our body’s natural response to challenges
B-SMS 6. Ability to identify and is fight, flight, or freeze, which can be both helpful
overcome barrier and unhelpful.

BSM 7. Demonstrate effective coping -Learn that we can change our thoughts and feelings
skills when faced with a problem. to help improve how we tolerate and respond to
stressful challenges so we can return ourselves to a
state of calm and balance.

Updated, June 2021

Materials:
□ Self-Care Rating and Reflection handout for each participant
□ Copies of the Thoughts-Feelings-Behaviors triangle (placed in circle)
□ Copies of the Eight Areas of Wellness and Self-Care (placed in circle)
□ Paper and writing supplies
□ Large Post-it note paper, chalk board, SMART board, etc.

Describe how you will:

Introduce Lesson The counselor will open with the purpose of the lesson: Today we are going
Topic/Focus: to learn that sometimes our lives get out of balance. We are going to reflect on
what we can do to get back to calm and balance when we face challenges.

Communicate the The lesson objective of this small group is to reflect on how we can come back
Lesson Objective: to calm when we face things that may pull us off balance.

Tips for Being Stress Resilient When Feelings Are Strong

1. When you notice your feelings rising up, give yourself a break. Step back, take
a few slow breaths.

2. Ask yourself what you are feeling. (Is it anger or frustration? Is it jealousy or
embarrassment?) Tell yourself, “I can tolerate this feeling.”

3. Accept that you feel that way (avoid self-judgment). “It is OK for me to feel
this way.” “My self-respect allows me to focus on understanding myself before I
choose an action.”

4. If you need to do a calm-down strategy before you can think clearly, do it now
(mindful breathing, step back, think of an image that makes you feel calm and
cared for, etc.).

5. Discover what thoughts are fueling the feeling, and try to think of other ways
to view the situation. “I deserve options for how I can think about this.”

6. Decide what you can and want to do:

● Change something – where you are, who you are with, how you are
reacting. (“What is best for me to do right now?”)
● Let go – ask yourself if this is worth your focus and time. (“This is not
that important or I can come back to it later.”)
● Do something positive for yourself – get help for the situation from
someone you trust, go for a walk, listen to music, play with a pet, do
mindful breathing, draw, etc.

Updated, June 2021

Practice Content: 1.Brainstorming ideas of things that create stress in our life.
2.Fight, flight, or freeze – our body’s natural responses to stress.
3.Challenging our negative thinking or unhelpful thoughts.
4.Our feelings and thoughts may lead to stress, so how do we create positive
thoughts to increase our Stress Resilience?

Summarize/Close: Ask students: Choose one positive activity you plan to do this week to make
yourself feel good and that will build your stress resilience. Why do you think
some people have a difficult time planning something just because it will help
them to feel balanced and well? Go around circle.

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan: 
Anticipated number 5-10 students
of students:
Planned length of 45 mins
lesson(s):
ASCA Student Standards Data Plan:
For each lesson/unit/small group, school counselors will administer pre-/post-assessment aligned with the selected
ASCA Student Standards and student learning objectives.
Pre-/Post-Assessment items are:
1.
2.
3.
4.
Outcome Data Plan: (choose one and describe specific data point to compare)
⬜ Achievement (describe): School counselor will compare Academic performance before and

⬜ after delivery of lesson.

⬜ Attendance (describe):
⬜ Discipline (describe):
Updated, June 2021