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OBJECTIVES TOPIC: LESSON #1 Introduction

- Establish group purpose, goals, and rules. Grade: 6th grade


- Begin to build rapport and encourage relationship building with peers.

MINDSETS AND BEHAVIORS MATERIALS/SUPPLIES


M1: Belief in development of whole self, including a healthy balance of mental, social/emotional and - Index cards
physical well-being - Pens/Pencils
B-SS4: Demonstrate empathy - Pre-Test Assessment Worksheet
B-SS2: Create positive and supportive relationships with other students

INTRODUCTION/CHECK-IN ACTIVITY #1 – ESTABLISHING THE GROUP CHECK OUT


SC will welcome the students and introduce SC will explain that every group needs rules. Ask the students if they have any questions.
herself. SC will then present the objective of the Students are encouraged to participate in making Ask the students if they would like to share one thing
group, explain the structure and topics that will be the rules. SC will begin with mandatory they are looking forward to this week.
covered. confidentiality and respect.
PRE-TEST ASSESSMENT ACTIVITY #3 – GROUP GOALS WRAP-UP/CLOSING
Ask the students to complete the pre-assessment Ask the students to think about what they want to SC will thank the students for their participation,
worksheet. Provide help or clarification as needed. accomplish as a group together. summarize what occurred in group and introduce the
Ask the students to write an individual goal they topic for next week.
want to accomplish before the end of the group.
They can choose whether they want to share.

ICE BREAKER ACTIVITY #2 – NAME THE GROUP


Ask the students to introduce themselves and tell SC will let the students propose appropriate group
the group what their favorite move is and why. names. The students will vote, and a name will be
selected. If there is a tie, the SC will break it.
“Good Vibes Only” – suggestion

NOTES
OBJECTIVES TOPIC: LESSON #2 Identifying Triggers and Coping
- Increase rapport between students. Strategies
- Students will be able to identify why they are angry and how they feel when they become upset. Grade: 6th grade
- Students will be able to list coping mechanims they can use when they begin to feel angry.

MINDSETS AND BEHAVIORS MATERIALS/SUPPLIES


M1: Belief in development of whole self, including a healthy balance of mental, social/emotional and - Anger Triggers Worksheet
physical well-being. - Coping Strategies Fortune Teller
B-SMS7: Demonstrate effective coping skills when faced with a problem. - Pencils/Pens/Crayons

ACTIVITY #1 – IDENTIFYING TRIGGERS ACTIVITY #2 – COPING STRATEGIES CHECK OUT


Welcome the students back to group. Ask students “What do you know Ask the students “What do you do to Ask the students if they have any
Review group rules. about triggers?” “Is this important? If feel better when you are angry?” questions.
so, why?” Discuss how knowing Discuss how everyone naturally does Ask the students to share one thing
triggers is the first step to being in things to cope, but there are some they learned about themselves during
control of emotional reactions. strategies more effective than others. group.
CHECK-IN ANGER TRIGGERS WORKSHEET COPING STRATEGIES WORKSHEET WRAP-UP/CLOSING
Ask “What’s been the major movie Have the students fill out the “Anger Have the students fill out the “Coping SC will thank the students for their
genre of your life thus far?” If the Triggers” worksheet. Ask the students Strategies” worksheet. Ask the participation, summarize what
students seem interested in this if they are comfortable with sharing. students if they feel like the strategies occurred in group and introduce the
metaphor, ask “What specific movie on the fortune teller would be helpful topic for next week.
best describes your life?” for them.
PROCESS PROCESS PROCESS
Reflect and summarize the answers Reflect and summarize responses. Ask the students to think of situations
given in group. Link similarities Normalize the feeling of anger. where they have used the coping skills
facilitate empathy and understanding Challenge students to uncover deeper on the fortune teller. Aske the
between group members. emotions that result in anger. students when they could use them in
the future.

NOTES

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OBJECTIVES TOPIC: LESSON #3 Exploring Alternatives to
- Students will act out and explore triggering situations. Outbursts
- Students will employ different ways of responding to these triggers. Grade: 6th grade
- Students will understand they have the skills necessary to stay in control of their emotions.

MINDSETS AND BEHAVIORS MATERIALS/SUPPLIES


M5: Belief in using abilities to their fullest to achieve high-quality results and outcomes. - Index cards with scenarios and roles
M2: Self-confidence in ability to succeed.
B-SS5: Demonstrate ethical decision-making and social responsibility

ACTIVITY #1 – ROLE PLAY ACTIVITY #2 – ROLE PLAY EDITS CHECK OUT


Welcome the students back to group. Read scenarios (inspired by the The students use their critical thinking Ask the students if they have any
Review group rules. triggers listed last week). Ask the and logic to manage their feelings in questions.
students to choose roles and act out the triggering situations. Ask the students to share how they
the situations as they would normally would change their response to
occur. triggering behavior.
CHECK-IN PROCESS PROCESS WRAP-UP/CLOSING
Weather report check-in. Ask students Ask the students to think about the Have the students consider which SC will thank the students for their
“If the way you are feeling today was a scenario and why it was triggering. scenario they prefer. Ask “which participation, summarize what
weather report what would it be?” Challenge them to consider their action or behaviors help you achieve occurred in group and introduce the
Give examples if needed. motivations in similar situations. your goal?” topic for next week.
PROCESS APPLY DISCUSS
Assess how the group is feeling as a Ask the student whether or not they Challenge the students to consider
collective. Provide support and feel the scenario could improve. why the first scenario happens over
understanding to anyone feeling the edited version.
particularly down or “stormy”.

NOTES

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OBJECTIVES TOPIC: LESSON #4 Exploring Coping Mechanisms
- Students will explore commonplace triggering scenarios. Grade: 6th grade
- Students will be able to identify how they feel and why.
- Students will be able to apply appropriate coping mechanisms to calm down.

MINDSETS AND BEHAVIORS MATERIALS/SUPPLIES


M1: Belief in development of whole self, including a healthy balance of mental, social/emotional and - Scenarios worksheet
physical well-being - 8 Ways to Calm Down flyer
M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
B-SMS 7. Demonstrate effective coping skills when faced with a problem

ACTIVITY 1 – 8 WAYS TO CALM DOWN ACTIVITY 2 - SCENARIOS CHECK-OUT


Welcome the students back to group. Pass out the 8 Ways to Calm Down Hand out the scenarios and explain Ask the students to share one new
Review group rules. worksheet and review it with the the activity. We will read the scenario way to calm down they will try in the
students. and one person will respond in terms next week.
of how they feel and what coping
technique they would use.
CHECK-IN DISCUSS DISCUSS WRAP UP/CLOSING
Song/music check-in. Ask the students Ask students to identify techniques The group will then respond whether SC will thank the students for their
“What song best describes how you they have used before. Discuss why they agree or disagree or what participation, summarize what
are feeling today?” it’s important to have many “tools in different choice they would have occurred in group and introduce the
your tool box” when it comes to being made and why. Continue for all 8 topic for next week. Remind students
able to calm down. scenarios or for how long time allows. that there are only two sessions left.
PROCESS TRANSITION PROCESS
Link and summarize similarities in the Introduce the next activity Ask students to provide feedback
group. Use music as a segue to coping about the activity and what they
mechanism. learned.

NOTES

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OBJECTIVES TOPIC: LESSON #5 Positive Self Talk and Mindfulness
- Students will learn about the importance of positive self-talk. Grade: 6th grade
- Students will identify positive thoughts and affirmations.
- Students will practive thought stopping, and replace negative thoughts with positive
ones/affirmations.

MINDSETS AND BEHAVIORS MATERIALS/SUPPLIES


M1: Belief in development of whole self, including a healthy balance of mental, social/emotional and - Positive Thoughts and Affirmations
physical well-being worksheet
B-SS4: Demonstrate empathy - Pencils
B-SS2: Create positive and supportive relationships with other students

ACTIVITY #1 – SELF TALK ACTIVITY #2 – POSITIVE THOUGHTS CHECK-OUT


Welcome the students back to group. Introduce the students to the idea of Explain that we are going to practice Ask the students if they have any
Review group rules. self-talk. Explain why this is important something called “thought stopping”. questions. Ask them to share one
and how it can influence how you are When we are having negative thoughts, thing they are looking forward to in
feeling and how you behave. we stop them and replace them with the coming week.
more positive thoughts.
CHECK-IN PROCESS PROCESS WRAP UP/CLOSING
Weather report check-in. Ask Ask the students to share some of the Ask the students what positive SC will thank the students for their
students “If the way you are feeling things they say to themselves when they affirmations they would use to combat participation, summarize what
today was a weather report what are having a tough time. Link responses the negative thoughts they have in occurred in group and remind the
would it be?” Give examples if and encourage students to be open, challenging situations. (ex: bad grade on students that we only have one
needed. kind and caring to one another. a test, hurting a friend’s feelings) more session.
PROCESS POSITIVE THOUGHTS WORKSHEET APPLY
Assess how the group is feeling as a Pass out the worksheet and ask the Ask students to come up with situations
collective. Provide support and students to write down five positive where this would be helpful. The things
understanding to anyone feeling thoughts or affirmations they identify they would normally tell themselves and
particularly down or “stormy”. with. something new to say.

NOTES

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OBJECTIVES TOPIC: LESSON #6 SUMMARY & REINFORCE SKILLS
- Review topics covered Grade: 6th grade
- Administer post-test assessment
- Successfully terminate the group

MINDSETS AND BEHAVIORS MATERIALS/SUPPLIES


M5: Belief in using abilities to their fullest to achieve high-quality results and outcomes Enter tools used for learning
B-SS2: Create positive and supportive relationships with other students
B-SS3: Create relationships with adults that support success

ACTIVITY #1 – GROUP DISCUSSION ACTIVITY #2 – POST TEST ASSEMENT CHECK-OUT


Welcome the students back to group. Facilitate a discussion about the Ask the students to complete the post- Provide the students free time to talk.
Review group rules. group. “What did you learn in the assessment worksheet. Provide help Ask the students to share how they
group?” “What was your favorite or clarification as needed. feel about the group ending. Reflect
activity?” “How have you changed and normalize the feelings that are
since being in the group?” “What presented.
could have made group better?”
CHECK-IN PROCESS AND RECORD WRAP UP/CLOSING
Ask the students to share the movie SC will record responses and use to SC will thank the students for their
genre that most closely resembles inform later practice. SC will also link participation, summarize what
their day. and summarize statements. Ask for occurred in group and introduce the
further clarification if needed. topic for next week.
TRANSITION
Reflect and summarize the answers Remind the students of the pre-test
given in group. Link similarities assessment and explain that they are
facilitate empathy and understanding going to answer the same questions
between group members. now that they have completed the
group.

NOTES

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