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Student Name: David Jackson

Lesson Title: Assertiveness


# of Lessons in Unit: 2 Lesson # 1 Time Required:

40 min
Target ASCA Mindsets & Behaviors:
Mindsets M 1. Belief in development of whole self, including a healthy balance of
mental, social / emotional and physical well-being.
B-SMS 2. Demonstrate self-discipline and self-control
B-SMS 7. Demonstrate effective coping skills when faced with a problem
B-SS 5. Demonstrate ethical decision making and social responsibility
B. SS 8. Demonstrate advocacy skills and ability to assert self, when necessary

Target PA Standards:
PS:C1.9 Learn how to cope with peer pressure

Learning Objective(s):
To demonstrate an understanding of assertive, passive, and aggressive
To practice assertive communication by being an active listener and using I-
messages to deal with peer pressure.

SMART goal:
Students at Wissahickon High School will increase their understanding of applying
assertive behavior to conflict and peer pressure situations through role-playing
activities during the 2017-2018 school year.


Procedure (should be specific and have a timeline):

1:00-1:10pm- The counselor will define, discuss and give examples with the group
on the 3 types of behavior responses to conflict situations (aggressive, passive, and
1:10-1:20pm- Students will pair up and take turns practicing assertive
communication through active listening. The students will be required to let their
partner speak for one minute. Students will then answer these questions; What did
it feel like when your partner was listening to you actively? What did it feel like to
be the listener?
1:20-1:35pm- Counselor will define and discuss with the group the positive benefits
of using the I message assertiveness strategy. Counselor will compare the I-
message to you- message approach through examples. Students will then
practice with a partner the I- message strategy through the following format; I
feel________(say your feeling) when you _______(describe action), because
___________(say why the action connects to your feelings). Students will be given a
list of real-life peer pressure scenarios to practice demonstrating I-messaging.
1:35-1:40pm- Counselor will review with the group how they can affectively use
assertive communication through active listening and I- messages in dealing with
peer pressure.

Plan for Evaluation

(How will each of the following be collected?)

Process Data:
319 10th grade students at Wissahickon High School will meet 2 times for 40
Perception Data:
Based on students open discussion responses and role-play activities students will
show a demonstrated knowledge of using assertive behavior in peer pressure
Outcome Data:
75% of students will be able to demonstrate assertiveness skills in role play
Follow Up:
Students who struggle with role play activities will be scheduled to further discuss
other assertive strategies with the school counselor individually.
Lesson Source:
ASCA Mindsets & Behaviors
Unit Data
(Add post-unit data after lesson has been completed.)
Process Data: 2 lessons lasting 40 minutes were provided to 319 10th grade
(How many lessons students at Wissahickon High School.
provided to how many
Questions or Pre Post
Perception Data: Demonstration Date # or % Date # or %
(What do students or adults Understanding 11/13/1
think that students know, assertive behavior 11/6/17 60% 7 75%
believe or can do?) Applying assertive 11/13/1
behavior 11/6/17 7 75%
Achievement or Pre Post Pre Post
Results Data: Data Element Date # or % Date # or %
(Student achievement or Affectively applying
student choice/behavior) assertive 11/13/1
communication 11/6/17 60% 7 75%

American School Counselor Association (2014). Mindsets and Behaviors for
Student Success: K-12 College- and Career-Readiness Standards for Every
Student. Alexandria, VA: Author.
American School Counseling Association (2012). The ASCA National Model: A
Framework for School Counseling Programs, Third Edition. Alexandria, VA: