Lesson Plan

School Counselor: Krystal Carpenter

Lesson Plan Title: My Body is My Body

 Single Classroom Lesson

 Unit of Classroom Lessons: Lesson _____ of _____
 Small-Group Session Lessons: Lesson _____ of _____
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
targeted group and goal:
(Best practice = select one)
M&B# Mindsets & Behaviors Statement
Everyone has a right to feel safe and
respected in their own bodies.
Understand personal boundaries and
consent.
For each of the selected student standards, write or
select 1–2 learning objectives
Student Learning Objectives
Student(s) will:
Demonstrate the ability to assertively
coomunicate their comfort level regarding
physical touch.
Identifying safe and unsafe touches and
knowing when and how to seek help from a
trusted adult if they feel uncomfortable and
unsafe.

Materials:
Book: Let´s Talk About Body Boundaries, Consent, and Respect by Jayneen Sanders
Paper
Crayons

Describe how you will:

Introduce Lesson Prior to this lesson there will be a note and resources sent to the parents
Topic/Focus: informing them of this lesson and how they can expand on the it at home.
Updated, June 2021
 Gather the students in a circle on the carpet area and let them know that
today we are going to learn about body safety and consent.

Communicate the Let the students know that by the end of the lesson I want them to be
Lesson Objective: able to know what body safety and consent mean, and to learn how to
respect our own and others' personal boundaries.
Write this objective on whiteboard.

Teach Content: Read the age appropriate book to the class.

Engage the class in disscussion and ask questions about key points in the
book during and after reading.

Practice Content: Give scenarios to the class involving safe and unsafe touches
Ask students to discuss what action they would take to ensure their safety and
comfort.
Encourage students to role play the scenarios so they can practice their assertive
communication skills, such as saying "no" firmly and seeking help from a trusted
adult when needed.
Give the students paper and crayons and ask the students to draw a
picture of themselves feeling happy and safe. Encourage them to include
things like that make them feel safe, such as trusted adults or favorite
activities.
Summarize/Close: Review the key concepts: personal boundaries, consent, and
assertiveness.
Ask students to share one thing they have learned and/or how what they
have learned can be applied in their own lives.
Emphasize the importance of respecting themselves and others and
remind them that everyone has the right to feel safe and comfortable in
their own bodies.
Conclude with a positive affirmation, "My Body is MY Body and I have the
power to keep it safe and respected."
Thank the students for their attention and participation.

Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number 18
of students:
Planned length of 45 minutes
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:

Updated, June 2021

1. What is one thing you can do to assert your boundaries if someone makes you feel
uncomfortable?
2. Can you give an example of a safe touch and an unsafe touch?
3. Can you name a trusted adult you can talk to if you ever feel unsafeor uncomfortable with
someone?
4. Do you know what it means to respect other people's personal boundaries?
Outcome Data Plan: (choose one and describe specific data point to compare)
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 the ability to answer the questionsin
the pre and post assessment.

 Attendance (describe):

 Discipline (describe):

Follow-Up Plans
Explain your plan for students who missed the lesson. School Counselor can still give resources
and informational handouts to students and parents. School counselor could check in with
parents about the lesson and how they can educate them at home. There is also the option of a
small and maybe more condensed makeup lesson when there is some free time to do so.

Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment of
student standards (M&B)/student learning objectives.

Offer individual support and supplementary materials. The school counselor can also check in
with the parents to stress how important it is to learn about this topic. Theschool counselor
could provide the parents with information on how to enable and encourage them to continue to
use real life scenarios to help the student grasp the information.

Updated, June 2021