GC Impusle Control Lesson Plan

Name of Lesson: Introduction to Impulse Control Group
Counselor: Christina Pucci

UNIT/TOPIC:
(If unit, note how
many lessons in unit):
Impulse Control/Lesson 1 of 10
DOMAIN:
(academic, career,
personal/social)
Personal/Social
GRADE LEVEL(S):
GUIDANCE
STANDARD(S):
ASCA Standards
Addressed:
PS:A1.4 Understand change is a part of growth

PS:A1.8 Understand the need for self-control and how to practice it
PS:A1.9 Demonstrate cooperative behavior in groups
PS:A1.10 Identify personal strengths and assets
INDIANA
STANDARDS
ADDRESSED:
*If this lesson is
crosswalked with other
academic areas, please
list here.
3-5.3.3 Discuss the benefits of consensus building.

3-5.3.4 Describe a situation at school in which they have reached consensus with a
group.
DIFFERENTIATED
INSTRUCTION
STRATEGIES: This
section only needs
completed if you have
taken ED 671
Lesson will include a group activity, verbal instruction, and group discussion.
DEVELOPMENTAL
ASSET(S)
ADDRESSED: This
section only needs
taken ED 671
Honesty
SCHOOL
IMPROVEMENT
GOAL(S): This section
only needs completed if
you have taken ED 671
N/A
LEARNING
OBJECTIVES
1. Students will learn what the group process and their group time is about.
2. Students will self-evaluate their abilities to use impulse control in various
settings and to begin to feel excited for potential improvement.
3. Students will work together to create agreed upon group rules.
4. Students will learn the definitions and concepts of impulse and impulse control.
TIME REQUIRED
15 minutes
MATERIALS NEEDED
Easel or dry erase board

Crayola marker or dry erase marker
Introduction, Group Overview, Pre Test Group Rules, Impulse and Impulse Control
Definitions, Closing
ACTIVITY SUMMARY
Introduction and Group Overview (2 minutes)

1. Briefly discuss with students what the group is about.
2. Mention the timeline for the group.
PROCEDURE
Pre-Test (4 minutes)
1. Explain to students the reason for the pre-test and pass out one to each
student.
2. Clarify questions from students as needed.
3. Collect pre-tests.
Group Rules (4 minutes)
4. Collaborate with students on creating the group name and group rules. Clarify
the purpose for having expectations for the group via a list of group rules.
Impulse and Impulse Control Definitions and Closing (5 minutes)
5. Use the What is an Impulse? What is Impulse Control Lesson 1 for briefly
discuss definitions and personal examples of impulses and impulse control.
6. Remind students the group will be meeting next week at the same time and we
will talk more about motivation and our previous success stories.
EVALUATION:
What data will you
collect and How will
you collect data to
show:
3. Counselor will collect and analyze data from the pre-test on the first lesson and
data from the post-test on the tenth lesson to determine the impact on students
and feedback on the lessons.
1. impact on K12 students

2. feedback on
lesson
FOLLOW-UP PLAN:
Counselor will check-in with students at lunch the day before the next lesson.
Counselor will also review any feedback from students during this lesson to keep in
mind when planning and implementing the next lesson.
CITATION(S)
References/Resources
Used:
Cite copyrighted materials,
but do not reproduce
copyrighted materials in your
lesson plan. Noncopyrighted materials must
be reproduced and included
in your lesson plan.
Impulse Control Stop and Think

Tonia Caselman, Ph.D.
Name of Lesson: Benefits/Consequences of Impulse Control vs. No Impulse Control

UNIT/TOPIC:
(If unit, note how
DOMAIN:
(academic, career,
personal/social)
Personal/Social
GRADE LEVEL(S):
GUIDANCE
STANDARD(S):
ASCA Standards
Addressed:
PS:B1.2 Understand consequences of decisions and choices
INDIANA
STANDARDS
ADDRESSED:
*If this lesson is
list here.
3-5.3.23 Discuss the relationship between behaviors and consequences.
DIFFERENTIATED
INSTRUCTION
STRATEGIES: This
section only needs
taken ED 671
DEVELOPMENTAL
ASSET(S)
ADDRESSED: This
section only needs
taken ED 671
School Boundaries
SCHOOL
IMPROVEMENT
N/A
LEARNING
OBJECTIVES
1. Students will define and give examples of the terms, benefits and
consequences.
2. Students will identify specific benefits of using impulse control and the liabilities
for not using impulse control.
TIME REQUIRED
15 minutes
MATERIALS NEEDED
Ball
Board with writing utensil
ACTIVITY SUMMARY
Warm up, definitions and examples, activity discussion
PROCEDURE
Warm up (2 minutes)
1. Welcome the group by addressing them by their group name.
2. Go over group rules together.
3. Mention to students what they learned last group time, then transition into
introducing todays topic.

Definitions and Examples (4 minutes)
4. Write the word benefit on the board and ask students to raise their hand if
they would like to share with the group the definition and an example of this
word. Repeat this for the word consequence. (Make sure to relate these
terms to behavior, especially impulse and impulse control.)
Activity and Discussion (9 minutes)
5. Tell students you will be tossing around a ball to students who are following
group rules and would like to answer the group discussion questions. Clarify to
students that only the person holding the ball has permission to speak.
6. Use some of the following discussion questions with students:
a. Have you ever done something and then wished you hadnt? What did
that feel like?
b. Have you ever done something because you didnt stop and think
about it? What did you do? What was the consequence?
c. Did you ever stop yourself from doing something? What did you like
about the result of that choice?
7. Remind students of next group meeting, which is when we will continue
discussing benefits of using impulse control and consequences of acting on
impulses.
EVALUATION:
What data will you
you collect data to
show:
1. Counselor will collect and analyze data from the pre-test on the first lesson
and data from the post-test on the tenth lesson to determine the impact on
students and feedback on the lesson.

5. feedback on
lesson
FOLLOW-UP PLAN:
Counselor will check-in with students at recess the day before the next lesson.
CITATION(S)
Used:

Name of Lesson: Benefits/Consequences of Impulse Control vs. No Impulse Control

UNIT/TOPIC:
(If unit, note how
DOMAIN:
(academic, career,
personal/social)
Personal/Social
GRADE LEVEL(S):
GUIDANCE
STANDARD(S):
ASCA Standards
Addressed:
INDIANA
STANDARDS
ADDRESSED:
*If this lesson is
list here.
DIFFERENTIATED
INSTRUCTION
STRATEGIES: This
section only needs
taken ED 671
DEVELOPMENTAL
ASSET(S)
ADDRESSED: This
section only needs
taken ED 671
School Boundaries
SCHOOL
IMPROVEMENT
N/A
LEARNING
OBJECTIVES
TIME REQUIRED
MATERIALS NEEDED
ACTIVITY SUMMARY
1. Students will identify specific benefits of using impulse control and the liabilities for
not using impulse control.
25 minutes
Parking Lot paper printout
Escape the Volcano game cards (blue and red)
Warm up, definitions and examples, benefits and consequences activity, discussion,
closing
Warm up (2 minutes)

Definitions and Examples (4 minutes)
4. Write the word benefit on the board and ask students to raise their hand if
they would like to share with the group the definition and an example of this
word. Repeat this for the word consequence. (Make sure to relate these
terms to behavior, especially impulse and impulse control.)
PROCEDURE
Benefits & Consequences Activity (12 minutes)

5. Elucidate the use of each students individual "parking lot" card on which they
can place post-it notes about some interesting questions or connections they
would like to share with the group but that the group may not have time for
during a particular lesson.
6. Mention that the group will review the questions and share them along with
explanations when time permits.
7. Inform students that they will be receiving tickets for following group rules and
small colored cards based on whether or not they interrupt the counselor or
another classmate who has the right to speak at a given time. Explain to
students that the blue card represents a reward/benefit for controlling their
impulse (e.g., listening with their ears and keeping mouth closed) while the red
card represents a consequence for not controlling their impulses (e.g.,
interrupting the speaker). Show students the cards by holding them up and
walking around to their tables.
8. Select students randomly to share something that they did this weekend or
what happened to them this weekend. Tell them they have a maximum of 20
seconds to share. Let students know they can pass if they dont have anything
they want to say to the group.
9. Walk around room and pass out cards and tickets accordingly. Repeat with
three more students or as time allows.
Discussion (6 minutes)
10. Discuss how this activity relates to their real world experiences of acting on
impulses and using impulse control. Include at least the question below in the
discussion:
a. What do you think the advantages are of using impulse control? How
do you think impulse control helps you I school? On the playground?
At home? In the neighborhood?
Closing (1 minute)
11. Clean up and remind students of next meeting.
EVALUATION:
What data will you
you collect data to
show:

7. feedback on
lesson
FOLLOW-UP PLAN:
CITATION(S)
Used:

Name of Lesson: Stop & Think

UNIT/TOPIC:
(If unit, note how
DOMAIN:
(academic, career,
personal/social)
Personal/Social
GRADE LEVEL(S):
GUIDANCE
STANDARD(S):
ASCA Standards
Addressed:
INDIANA
STANDARDS
ADDRESSED:
*If this lesson is
list here.
DIFFERENTIATED
INSTRUCTION
STRATEGIES: This
section only needs

PS:B1.3 Identify alternative solutions to a problem
PS:B1.4 Develop effective coping skills for dealing with problems
PS:B1.5 Demonstrate when, where and how to seek help for solving
problems and making decisions
3-5.3.22 Describe the importance of focusing on ones strengths.

3-5.3.24 Apply the steps of a decision-making process.
taken ED 671
DEVELOPMENTAL
ASSET(S)
ADDRESSED: This
section only needs
taken ED 671
Adult Role Models

Responsibility
SCHOOL
IMPROVEMENT
N/A
LEARNING
OBJECTIVES
TIME REQUIRED
MATERIALS NEEDED
ACTIVITY SUMMARY
PROCEDURE
1. Students will begin discussing and practicing delayed response (stop) and
internal language (think).
35 minutes
Stop & Think Color Card game (a set for each pair of students)
A Consequence is What Happens to Me Because of a Behavior worksheet (a copy for
each student)
Impulse Control Dice
Pencils
Warm up, stop and think color card game, a consequence is what happens because of
a behavior, discussion, closing
Warm up (2 minutes)
Stop and Think Color Card Game (4 minutes)
4. Explain to students that they are going to play a game with a partner sitting
next to them. Explain the rules of the game.
5. Pass out the cards to students, one set per student pair. Have students
practice using impulse control when stopping and thinking about each card
they see before responding out loud.
6. Walk around for room during the activity to help students who might be unclear
of the directions, as well as those students who are losing their focus on the
activity.
A Consequence is What Happens Because of a Behavior (10 minutes)
7. Remind students that last group time we talked about the benefits of using
impulse control and the problem with not using impulse control. Tell students
that today we are actually going to practice stopping and thinking.
8. Share with students that stopping ourselves can be very difficult at times, but
most of us can stop ourselves very quickly when there is danger (i.e., we might
be reaching for something on the stove but when we realize that one of the
burners is hot, we stop ourselves immediately). Request for students to think
about consequences as a Danger Zone as a means of helping them to stop
and think before they act.
9. Pass out the A Consequence is What Happens to Me Because of A Behavior
worksheets. Go over directions together and fill in the worksheet together.
Impulse Control Dice (9 minutes)

10. Have students take the opportunity to roll the Impulse Control Dice and answer
questions about their stop and think process/approaches. Remind students
they can pass if they do not want to share with the group.
11. Engage in discussion with group. Possible discussion questions for this stop
and think topic include:
a. What do you tell yourself in order to see consequences as a Danger
Zone?
12. Reiterate the follow actions to students to help them see the consequences: 1)
Stop 2) Think 3) What could happen? 4) Is this what I want to happen?
a. Is it easier to stop yourself when you are running or when you are
walking? Do you thinking it would be easier to stop your impulses
when you are calm or when you are acting wild?
b. What are some ways that you have been successful in stopping
yourself?
c. How does stopping yourself help you to think better?
Closing (1 minute)
EVALUATION:
What data will you
you collect data to
show:

4. feedback on
lesson
FOLLOW-UP PLAN:
CITATION(S)
Used:

Name of Lesson: Anger Control

UNIT/TOPIC:
(If unit, note how
DOMAIN:
(academic, career,
personal/social)
Academic and Personal/Social
GRADE LEVEL(S):
GUIDANCE
STANDARD(S):
ASCA Standards
Addressed:

PS:B1.3 Identify alternative solutions to a problem
PS:B1.4 Develop effective coping skills for dealing with problems
PS:B1.5 Demonstrate when, where and how to seek help for solving
problems and making decisions
PS:C1.7 Apply effective problem-solving and decision-making skills
to make safe and healthy choices
PS:C1.10 Learn techniques for managing stress and conflict
PS:C1.11 Learn coping skills for managing life events
INDIANA
STANDARDS
ADDRESSED:
*If this lesson is
list here.
3-5.3.1 Describe how to predict and prevent inappropriate expressions of anger.

3-5.3.14 Describe how students can lose their rights if they act irresponsibly.
DIFFERENTIATED
INSTRUCTION
STRATEGIES: This
section only needs
taken ED 671
DEVELOPMENTAL
ASSET(S)
ADDRESSED: This
section only needs
taken ED 671
School Boundaries
Adult Role Models
SCHOOL
IMPROVEMENT
N/A
LEARNING
OBJECTIVES
1. Students will recognize varying degrees of angry feelings.

2. Students will develop impulse control when those feelings arise.
TIME REQUIRED
35 minutes
MATERIALS NEEDED
Ways I Can Calm Down worksheet (a copy for each student)

What Makes You Feel Angry worksheet (a copy for each student)
Anger Control Game
Pencils
ACTIVITY SUMMARY
Warm up, What Makes You Feel Angry, Anger Control Game, Ways I Can Calm Down,
Closing
Warm up (2 minutes)
What Makes You Feel Angry (10 minutes)
4. Explain to students that everyone feels angry from time to timewhen we
dont get something that we want; when someone hurts our feelings; when we
cant accomplish something that we want to accomplish; when something
seems unfair.
5. Pass out the What Makes You Feel Angry worksheet to each student. Go over
directions and complete it together (Use worksheet questions for brief
discussion as students fill in worksheet, if time allows).
PROCEDURE
Anger Control Game (18 minutes)

6. Explain to students that not all of these feelings of anger are at the same level
we might feel a little angry about somethings and really angry about other
things. Tell students that with any kind of angry feeling that you are the boss of
it and it is not the boss of youYou can be the boss of your angry feels when
you use impulse controlYou are the boss of your feelings when you stop and
think about what to do with your angry feelings.
7. Give instructions for the Anger Control Game and pass out the game cards.
Run a practice round to provide the students with an example of how the game
works. Select a random student to begin the game.
Ways I Can Calm Down (4 minutes)
8. Pass out the Ways I Can Calm Down worksheet to each student. Ask students
if they have used any of these strategies before and which ones work and do
not work for them. Ask a couple students to share other strategies not listed on
the worksheet that help them control your impulsive anger.
Closing (1 minute)
EVALUATION:
What data will you
you collect data to
show:

7. feedback on
lesson
FOLLOW-UP PLAN:
CITATION(S)
Used:

Name of Lesson: Patience, Tolerance, and Impulse Control

UNIT/TOPIC:
(If unit, note how
DOMAIN:
(academic, career,
personal/social)
Personal/Social
GRADE LEVEL(S):
GUIDANCE
STANDARD(S):
ASCA Standards
Addressed:

PS:A2.7 Know that communication involves speaking, listening and
nonverbal behavior
INDIANA
STANDARDS
ADDRESSED:
3-5.3.16 Describe ways in which students demonstrate respect for other students.
*If this lesson is

list here.
DIFFERENTIATED
INSTRUCTION
STRATEGIES: This
section only needs
taken ED 671
DEVELOPMENTAL
ASSET(S)
ADDRESSED: This
section only needs
taken ED 671
Adult Role Models
SCHOOL
IMPROVEMENT
N/A
LEARNING
OBJECTIVES
1. Students will understand the concepts of patience and tolerance.

2. Students will learn strategies for practicing patience and tolerance for their
development.
TIME REQUIRED
35 minutes
MATERIALS NEEDED
Developing Patience with Stop & Think worksheet (a copy for each students
Finding Ways to Be Patient worksheet (a copy for each student)
Impulse Control& Tolerance worksheet (a copy for each student)
Pencils
ACTIVITY SUMMARY
Warm up, Developing Patience with Stop & Think, Findings Ways to be Patient,
Impulse Control & Tolerance, closing
PROCEDURE
Warm up (1 minute)
Developing Patience with Stop & Think (11 minutes)
4. Pass out the Developing Patience with Stop & Think worksheet to each
student. Go over the definition of patience with students as on the Developing
Patience with Stop & Think worksheet.
5. Explain to students that there is a famous saying that Patience is a virtue.
Talk about how a virtue is something that is a desirable qualitysomething that
has high value, like a previous jewel. Elaborate that patience is like a precious
jewel because it helps us get good thingsfor example, if I am patient and
save my money rather than spend it right away, I will be able to buy something
nicer than I would have if I had spent my money immediatelyif I am patient
and wait my turn in a game, the other kids will want to play with me.
6. Read the directions and complete the worksheet together. After completing the
worksheet, ask students what is most difficult about being patient.
Finding Ways to be Patient (11 minutes)

7. Elucidate to students that it takes a lot of strength to be patientits hard work
but it can be done.
8. State to students that positive thinking is one way that helps to be patient
(Provide students with some examples of positive thinking).
9. Pass out the Finding Ways to be Patient worksheet to each student. Go over
directions and complete it together. Have them share out loud ways that help
them to be patient.
Impulse Control & Tolerance (11 minutes)
10. Ask students if anyone has ever had to be patient with them.
11. Ask students who is the most patient person they know? Have the students
describe that person.
12. Pass out the Impulse Control & Tolerance worksheet to each student and go
over directions together. Allow students 3 minutes to complete the worksheet,
then go over the answers together.
13. Why is patience important?
Closing (1 minute)
EVALUATION:
What data will you
you collect data to
show:

10. feedback on
lesson
FOLLOW-UP PLAN:
CITATION(S)
Used:

Name of Lesson: Active Listening

UNIT/TOPIC:
(If unit, note how
DOMAIN:
(academic, career,
personal/social)
Personal/Social
GRADE LEVEL(S):
GUIDANCE
STANDARD(S):
ASCA Standards
Addressed:

nonverbal behavior
INDIANA
STANDARDS
ADDRESSED:
*If this lesson is
list here.
3-5.3.7 Demonstrate the characteristics of active listening.

3-5.3.9 Demonstrate verbal and non-verbal communications.
DIFFERENTIATED
INSTRUCTION
STRATEGIES: This
section only needs
taken ED 671
DEVELOPMENTAL
ASSET(S)
ADDRESSED: This
section only needs
taken ED 671
Adult Role Models

Honesty
Responsibility
SCHOOL
IMPROVEMENT
N/A
LEARNING
OBJECTIVES
1. Students will develop more accurate, interested and sustained listening skills
through the use of impulse control.
TIME REQUIRED
35 minutes
MATERIALS NEEDED
My Listening Evaluation worksheet (a copy for each student)

Listening to the Feelings of Others Part 1 worksheet (a copy for each student)
Listening to the Feelings of Others Facilitators Guide
Active Listening & Impulse Control Facilitators Guide
Pencils
Warm up, listening evaluation, listening to the feelings of others activity and discussion,
closing
ACTIVITY SUMMARY
Warm up (2 minutes)
Listening Evaluation (10 minutes)
4. Read aloud the first few sentences of the Active Listening & Impulse Control
Script on the Facilitators Guide as a brief introduction to the students on the
lessons topic.
5. Pass out My Listening Evaluation to each student. Go over directions and have
students complete the evaluation their own. Allow one or two students to share
their responses if time permits.
PROCEDURE
Listening to the Feelings of Others Activity & Discussion (10 minutes)

6. Read aloud from the Listening to the Feelings of Others script on the
Facilitators Guide.
7. Pass out the Listening to the Feelings of Others worksheet to each student. Go
over directions and have students complete the activity with a partner. Allow
one or two students to share their results from/reactions to the activity.
8. Ask the following discussion questions:
a. How does good listening help you at school? At home? With friends?
b. How do you feel when someone really listens to you?
c. When is it hard to be a good listener? What could you tell yourself at
those times so that you can be a better listener?
d. Who do you know is a good listener? How can you tell they are a good
listener?
e. How do you act interested in what someone is saying? What does
your body do? What does your voice sound like? What kind of facial
expression do you have?
Closing (1 minute)
EVALUATION:
What data will you
you collect data to
show:

13. feedback on
lesson
FOLLOW-UP PLAN:
CITATION(S)
Used:

Name of Lesson: Active Listening & Respecting Adults

UNIT/TOPIC:
(If unit, note how
DOMAIN:
(academic, career,
personal/social)
Personal/Social
GRADE LEVEL(S):
GUIDANCE
STANDARD(S):
ASCA Standards
Addressed:

nonverbal behavior
PS:C1.2 Learn about the relationship between rules, laws, safety and
the protection of rights of the individual
INDIANA
STANDARDS
ADDRESSED:
*If this lesson is
list here.
3-5.3.7 Demonstrate the characteristics of active listening.

3-5.3.8 Tell how they have practiced active listening at school.
3-5.3.9 Demonstrate verbal and non-verbal communications.
3-5.3.17 Describe ways in which students demonstrate respect for authority.
3-5.3.18 Describe ways in which students demonstrate respect for their parents and
home.
DIFFERENTIATED
INSTRUCTION
STRATEGIES: This
section only needs

taken ED 671
DEVELOPMENTAL
ASSET(S)
ADDRESSED: This
section only needs
taken ED 671
Honesty
Responsibility
SCHOOL
IMPROVEMENT
N/A
LEARNING
OBJECTIVES
1. Students will develop more accurate, interested, and sustained listening skills
through the use of impulse control.
2. Student will understand how impulse control helps when need to respect and
listening to an adult.
TIME REQUIRED
30 minutes
MATERIALS NEEDED
Being Respectful to Adults worksheet (a copy for each student)

Listening to the Feelings of Others Part 2 worksheet (a copy for each student)
ACTIVITY SUMMARY
Warm up, being respectful to adults, listening to the feelings of others, closing
Warm up (2 minutes)
PROCEDURE
Being Respectful to Adults (15 minutes)

4. Pass out the Being Respectful to Adults worksheet to each student.
5. Have students volunteer to read the questions (one at a time) on the
worksheet. Allow up to 3 minutes per question of discussing students verbal
responses, with 1 minute per question for students written responses.
Listening to the Feelings of Others (13 minutes)
6. Pass out the Listening to the Feelings of Others Part 2 worksheet to each
student.
7. Have students volunteer to read the questions (one at a time) on the
worksheet. Allow up to 3-4 minutes per question of discussing students verbal
responses, with 1 minute per question for students written responses.
Closing (1 minute)
9. Remind students that we only have two more group meetings left.
EVALUATION:
What data will you
you collect data to
show:

16. feedback on
lesson
FOLLOW-UP PLAN:
CITATION(S)
Used:

Name of Lesson: Dont Laugh at Me

UNIT/TOPIC:
(If unit, note how
DOMAIN:
(academic, career,
personal/social)
Personal/Social
GRADE LEVEL(S):
GUIDANCE
STANDARD(S):
ASCA Standards
Addressed:

PS:B1.8 Know when peer pressure is influencing a decision
INDIANA
STANDARDS
ADDRESSED:
*If this lesson is
list here.
3-5.3.16 Describe ways in which students demonstrate respect for other students.
DIFFERENTIATED
INSTRUCTION
STRATEGIES: This
section only needs
taken ED 671
DEVELOPMENTAL
ASSET(S)
ADDRESSED: This
section only needs
taken ED 671
Positive Peer Influence

Caring
Planning and Decision Making
Interpersonal Competence
SCHOOL
IMPROVEMENT
N/A
LEARNING
OBJECTIVES
1. Students will learn about empathy, compassion, and respect through listening
and singing along with the video-book, Dont Laugh at Me and through group
discussion.
TIME REQUIRED
35 minutes
MATERIALS NEEDED
BookDont Laugh at Me by Steve Seskin and Allen Shamblin, CD of song (comes

with the book)
Dont Laugh at Me: Student Reflection
Pencils
CD player
ACTIVITY SUMMARY
Warm up, opening discussion, Dont Laugh At Me, follow-up activity & discussion,
closing
PROCEDURE
Warm up (2 minutes)
Opening Discussion (8 minutes)
4. Ask students the following questions (spend only 1-2 minutes discussing
answers with group):
a. What is bullying?
b. What is teasing?
c. Have you ever seen anyone teased in a mean way? (no names
please)
d. Has it ever happened to you?
e. Do any of you have a hard time stopping yourself from laughing at
f.
others when you think it is funny?

What are the effects of cruel teasing and bullying?
Dont Laugh at Me (6 minutes)

5. Play the CD and read/sing along with the words in the book with the group.
Discuss illustrations and relate to real life situations. Ask students about the
characters in the book and if any of their feelings are being hurt.
Follow-Up Activity & Discussion (18 minutes)
6. Discuss with students the following questions (spend up to 2-3 minutes on
each question):
a. What are your reactions to the book?
b. Why do you think kids bully and tease? (Some reactions to point out:
attention, imitation, feelings of superiority, peer acceptance,
misunderstand differences, and media influence)
c. What are some things we can all agree to do to stop bullying and
teasing?
d. What are some ways we can use our impulse control to prevent
ourselves from laughing at others when they accidentally do
something embarrassing or are made fun of by other classmates?
7. Pass out Dont Laugh at Me: Student Reflection worksheet to each student.
8. Go over directions with group and have them write in their responses. Allow a
couple students to share their responses if time allows.
Closing (1 minute)
10. Inform students that we only have one more group meeting left.
EVALUATION:
What data will you
you collect data to
show:

19. feedback on
lesson
FOLLOW-UP PLAN:
CITATION(S)
Used:
Dont Laugh at Me Guidance Lesson
Todd Lawson
Name of Lesson: Being the Boss of Your Impulses

UNIT/TOPIC:
(If unit, note how
DOMAIN:
(academic, career,
personal/social)
Personal/Social
GRADE LEVEL(S):
GUIDANCE
STANDARD(S):
ASCA Standards
Addressed:

PS:C1.6 Identify resource people in the school and community, and
know how to seek their help
INDIANA
STANDARDS
ADDRESSED:
*If this lesson is
list here.
DIFFERENTIATED
INSTRUCTION
STRATEGIES: This
section only needs
taken ED 671
3-5.3.22 Describe the importance of focusing on ones strengths.
Caring School Climate

Adult Role Models
Honesty
Personal Power
Positive View of Personal Future
DEVELOPMENTAL
ASSET(S)
ADDRESSED: This
section only needs
taken ED 671
SCHOOL
IMPROVEMENT
N/A
LEARNING
OBJECTIVES
TIME REQUIRED
MATERIALS NEEDED
ACTIVITY SUMMARY
1. Students will review the impulse control skills and content they have learned as
a group and celebrate their growth in becoming the boss of their impulses.
2. Students will evaluate their current impulse control skills on the postassessment.
35 minutes
Being the Boss of Impulses Facilitators Guide
Impulse Control Mystery Flipper (3 already cut out1 flipper per student pair)
Post-Test
Pencils
Warm up, Impulse Control Mystery Flipper Activity, Discussion, Post-Test & Closing
Warm up (2 minutes)
3. Remind students that this is our last group meeting.
Impulse Control Mystery Flipper (14 minutes)
4. Pass out a mystery flipper to each student pair. Go over instructions for the
activity before allowing them to engage in the play/discussion activity. Walk
around room to monitor students behavior and responses.
PROCEDURE

5. Discuss the follow questions with students:
a. In what areas have you experienced the most success with stopping
and thinking over the last few weeks?
b. Have other people noticed any difference in your impulse control?
c. How are you feeling about yourself now that you are better with
impulse control?
d. If you met someone who was having trouble with impulsivity, what
advice would you give her/him?
Post-Test & Closing (6 minutes)
6. Remind students that this is our last group meeting.
7. Pass out post-test for each student, have students complete them individually,
then collect the post-tests when students are finished.
EVALUATION:
What data will you
you collect data to
show:

22. feedback on
lesson
FOLLOW-UP PLAN:
mind when planning and implementing the next lessons.
CITATION(S)
Used:


GC Impusle Control Lesson Plan

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GC Impusle Control Lesson Plan

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Name of Lesson: Introduction to Impulse Control Group

Counselor: Christina Pucci

PS:A1.4 Understand change is a part of growth

3-5.3.3 Discuss the benefits of consensus building.

Easel or dry erase board

Introduction and Group Overview (2 minutes)

1. impact on K12 students

Impulse Control Stop and Think

Name of Lesson: Benefits/Consequences of Impulse Control vs. No Impulse Control

PS:B1.2 Understand consequences of decisions and choices

3-5.3.23 Discuss the relationship between behaviors and consequences.

Warm up, definitions and examples, activity discussion

introducing todays topic.

4. impact on K12 students

Impulse Control Stop and Think

Name of Lesson: Benefits/Consequences of Impulse Control vs. No Impulse Control

PS:B1.2 Understand consequences of decisions and choices

3-5.3.23 Discuss the relationship between behaviors and consequences.

2. Go over group rules together.

Benefits & Consequences Activity (12 minutes)

6. impact on K12 students

Impulse Control Stop and Think

Name of Lesson: Stop & Think

PS:A1.8 Understand the need for self-control and how to practice it

3-5.3.22 Describe the importance of focusing on ones strengths.

Adult Role Models

Impulse Control Dice (9 minutes)

3. impact on K12 students

Impulse Control Stop and Think

Name of Lesson: Anger Control

Academic and Personal/Social

PS:A1.8 Understand the need for self-control and how to practice it

3-5.3.1 Describe how to predict and prevent inappropriate expressions of anger.

1. Students will recognize varying degrees of angry feelings.

Ways I Can Calm Down worksheet (a copy for each student)

Anger Control Game (18 minutes)

6. impact on K12 students

Impulse Control Stop and Think

Name of Lesson: Patience, Tolerance, and Impulse Control

PS:A1.8 Understand the need for self-control and how to practice it

*If this lesson is

Adult Role Models

1. Students will understand the concepts of patience and tolerance.

Finding Ways to be Patient (11 minutes)

9. impact on K12 students

Impulse Control Stop and Think

Name of Lesson: Active Listening

PS:A1.8 Understand the need for self-control and how to practice it

3-5.3.7 Demonstrate the characteristics of active listening.

Adult Role Models

My Listening Evaluation worksheet (a copy for each student)

Listening to the Feelings of Others Activity & Discussion (10 minutes)

12. impact on K12 students

Impulse Control Stop and Think

Name of Lesson: Active Listening & Respecting Adults

PS:A1.8 Understand the need for self-control and how to practice it

3-5.3.7 Demonstrate the characteristics of active listening.

section only needs

Being Respectful to Adults worksheet (a copy for each student)

Being Respectful to Adults (15 minutes)

15. impact on K12 students

Impulse Control Stop and Think