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Lesson Plans

School Intern: Marissa Cashbaugh

Counselor:
Lesson Plan Relationships 101
Title:

o Single Classroom Lesson

o Unit of Classroom Lessons: Lesson __1___ of __3___
o Small-Group Session Lessons: Lesson _____ of _____
Target Chaney Middle School 7th graders
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,
targeted group and goal: write or select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives

B-SS 2. Positive, respectful and supportive After this lesson, students will be able to
relationships with students who are identify 5 qualities of healthy relationships
similar to and different from them with 80% accuracy.

Materials:
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· Preassessment
· Red flags (one for each student in class)
· Powerpoint presentation
· Paper, art supplies

Describe how you will:

Introduce Lesson Begin class by passing out the preassessment. After students finish the
Topic/Focus: survey, pass out one red flag for each student in the class. Ask students
to “Think, Pair, Share” on the question “What is a red flag in a
relationship and what are some examples of red flags?” After the class
has discussed what red flags are, making sure that all students
understand that red flags are situations or actions that are concerning,
read a list of relationship situations to students. Each time that
students think that the situation is a red flag, they are to raise their
own red flag in the air. After the activity, discuss as a class why students
did or did not raise their flags for certain situations.

Communicate the After this lesson, students will be able to identify 5 qualities of healthy
Lesson Objective: relationships with 80% accuracy.

Teach Content: Utilize powerpoint presentation to cover relationship basics:

· What are relationships?
· What kind of relationships do you have in your life right
now? (Family, friends, significant others?)
· What is the hierarchy of those relationships in your life
right now? Activity: Have students draw their personal
relationship hierarchies.
· What makes for “good” or healthy relationships? Review
qualities of healthy relationships (mutual respect, trust,
support, safety, honesty, equality, communication) and ways
that students may assess whether their relationships are
healthy. Review opening red flags activity.
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Practice Content: “Ad for a Friend” Activity
Provide students with art supplies and writing utensils. Challenge each
student to create an “Ad for a Friend.” Their advertisement should
include qualities that they are looking for in a friend. Encourage
students to be creative—what artistic elements could they include? Do
they want to include traits that they are looking to avoid? Can they
design a “test” for friend applicants?

Summarize/Close: If time permits, have each student share their “Ad for a Friend.”
Alternatively, have each student share the most important quality or
element that they included in their ad.

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the
unit.

Participation Data Plan:

Anticipated number 20 students per class; 4 classes (80 students total)

of students:

Planned length of 45 minutes

lesson(s):

ASCA Student Standards Data Plan:

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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. I feel as though I can differentiate a healthy relationship from and unhealthy
relationship.
1. Strongly agree
2. Agree
3. Disagree
4. Strongly disagree

2. Put a check next to examples of red flags in a relationship.

O Checking your phone to see if you have been talking to other people
O Insisting that you shouldn’t hang out with people other than them
O Taking “no” as an answer
O Trying to pressure you into things you aren’t comfortable with
O Using “I Statements” when having a difficult conversation
O Setting boundaries
O Hitting you when they are angry

3. An “I” statement
1. Is a communication strategy that should be avoided
2. Uses the structure “I feel _______ because ______.”
3. Tends to trigger defensiveness in most people

4. Boundaries
1. Are physical barriers that you place between yourself and another
person
2. Should not be respected
3. Are rules you put in place in regard to how other people may treat you

5. Dating abuse
1. Is not common in adolescent relationships
2. Affects 1 out of 3 high school students
3. Is not something that middle school students need to worry about

6. Respond in 1-2 sentences: Why do you believe that it is important to be an

effective communicator?
Outcome Data Plan: (choose one and describe specific data point to compare)
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Examples:
Achievement: School counselor will compare reading levels of students before and after delivery of lesson.
Attendance: School counselor will compare number of absences last year to this year.
Discipline: School counselor will compare total number of disciplinary reports for peer-on-peer conflict first quarter
with second quarter
£ Achievement (describe):
School counselor will compare student’s understanding of healthy communication
strategies before and after lesson.

£ Attendance (describe):

£ Discipline (describe):

Follow-Up Plans

Explain your plan for students who missed the lesson.

Students who miss this lesson will be given access to the power point presentation and
scaffolded notes to fill in independently.

Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment
of student standards (M&B)/student learning objectives.
Students that do not demonstrate mastery on the post-assessment will be pulled into a
small-group review of the material. If students still do not understand the content after the
small group review, they will be identified as candidates for ongoing psychoeducational groups
that meet during lunch once per week.
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School Intern: Marissa Cashbaugh
Counselor:
Lesson Plan Fostering Healthy Communication for Healthy Relationships
Title:
o Single Classroom Lesson
o Unit of Classroom Lessons: Lesson ___2__ of ___3__
o Small-Group Session Lessons: Lesson _____ of _____
Target Chaney Middle School 7th graders
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,
targeted group and goal: write or select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives

B-SS 1. Effective oral and written After this lesson, students will be able to
communication skills and listening identify five examples of healthy
skills communication with 80% accuracy.

After this lesson, students will be able to

identify and employ one communication
strategy to help effectively resolve conflicts
with 80% accuracy.

Materials:
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· Healthy communication sort
· Online timer set for five minutes
· Power point presentation and associated technology
· “I Statements” handout

Describe how you will:

Introduce Lesson Upon entering the room, students will be asked to pair up. Each
Topic/Focus: student will be given a set of cards containing examples of
healthy/respectful communication or unhealthy/disrespectful
communication. Students will then be given five minutes to sort the
cards into two piles—examples of healthy communication and
unhealthy communication strategies. Students will also be instructed to
identify if there are any cards which might not always fall under one
category or the other due to sociocultural influences.

After students complete the sort, discuss students’ answers. Which

cards were very easy, which cards made them think, and which
examples of communication do they think might depend upon cultural
norms? Consider communication norms for gender, race,
disability/ability status.

Communicate the After this lesson, students will be able to identify five examples of
Lesson Objective: healthy communication with 80% accuracy.

After this lesson, students will be able to identify and employ one
communication strategy to help effectively resolve conflicts with 80%
accuracy.

Teach Content: Cover strategies for effective communication using powerpoint

presentation.
· “I Statements”—what they are, why we use them, how
to use them
· Setting boundaries—what they are, why we use them,
how to use them
· Tips for direct, respectful communication
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Practice Content: Practice is embedded in lesson—after each mini-lesson above,
students will be asked to practice the skills they have learned in a
variety of ways. For example, after learning about “I Statements” they
will play an interactive game as a class where they must determine
whether a statement that looks like an “I Statement” really is one. They
will also practice the content by engaging in a “Think, Pair, Share” after
each mini-lesson, where they will work with a partner to make an “I
Statement” and set a boundary in response to a fictional situation.

Summarize/Close: As an exit slip, students will be asked to identify which communication

strategy from today’s lesson they can see themselves using to resolve
conflicts in their everyday life and why.
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School Intern: Marissa Cashbaugh
Counselor:
Lesson Plan Dating Abuse and Managing Tricky Situations
Title:

o Single Classroom Lesson

o Unit of Classroom Lessons: Lesson ___3__ of __3___
o Small-Group Session Lessons: Lesson _____ of _____
Target Chaney Middle School 7th graders
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,
targeted group and goal: write or select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
B-SMS 9. Personal safety skills After this lesson, students will be able to
identify 3 ways that they can get support if
they are experiencing dating abuse with 80%
accuracy.

B-SS 8. Advocacy skills for self and others

and ability to assert self, when After this lesson, students will be able to
necessary identify a strategy and effective response to
two relationship dilemmas with 75% accuracy.

Materials:
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· Paper for students to respond
· Writing utensils
· Powerpoint presentation
· Dilemma cards
· Post-test

Describe how you will:

Introduce Lesson Introduce dating abuse statistics from breakthecycle.org. Share that “1
Topic/Focus: in 3 high school students experience either physical or sexual violence,
or both, by someone they are dating.”

Ask students to independently jot down responses to the following

questions:
How do you feel hearing that statistic? Are you surprised—why or why
not?
Why do you think this number is so high?
What do you think we can do to reduce the number of students that
experience dating abuse?

Ask students for volunteers to share their thoughts with the class.

Communicate the After this lesson, students will be able to identify 3 ways that they can
Lesson Objective: get support if they are experiencing dating abuse with 80% accuracy.

After this lesson, students will be able to identify a strategy and

effective response to two relationship dilemmas with 75% accuracy.

Teach Content: Utilize a powerpoint presentation to cover content on dating abuse:

· What is dating abuse?
· When does a less than healthy relationship become
abusive?
· What behaviors/actions are examples of dating abuse?
(Physical, emotional, verbal, sexual)
· What can you do about dating abuse (for yourself or
friends)? (Talk to an adult, report it, hotlines, protection orders)
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Practice Content: Divide students into pairs or small groups. Pass out “dilemma cards''
that describe situations related to relationship difficulties. In pairs or
small groups, have students choose what communication strategy they
might utilize to remedy the situation and describe how they would use
that strategy. Students should then either role-play the situations with
their chosen strategy or write a 1 to 2 minutes script that employs a
strategy they’ve learned. Each group should have role-played or written
a script for two dilemmas.

Have each group share one of their role-plays or scripts with the class.

Summarize/Close: Have students take post-test on healthy communication and

relationships.