R-E-S-P-E-C-T

Lesson Plan Template

School Counselor​: Haley M. Armstrong

Date​: 3/31/18
Activity​: R-E-S-P-E-C-T
Grade(s)​: 6-8* (modifications outlined below for early 6/7 grade for developmental appropriateness)

ASCA Mindsets & Behaviors (Domain/Standard)​:

B-SS 1. Use effective oral and written communication skills and listening skills
B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and environment
B-SS 2. Create positive and supportive relationships with other students
B-SS 3. Create relationships with adults that support success

Learning Objective(s) (aligns with Competency)​:

Students will identify a person that they respect.
Students will articulate what respect looks like, feels like, and sounds like within common
relationships.
Students will create a plan for demonstrating respect to another person.

Materials​:
Post-it notes/ blank scrap paper*
White Board
White Board Markers
Butcher Paper and Markers
Respect: Looks Like, Sounds Like, Feels Like Worksheet
Procedure:
Instructor Procedures:
1. Pass out a post-it note to each student. *or,
pass out scrap paper
2. Introduce topic by asking each student to
write down someone they know in real life that
they respect. *or, ask them to close their eyes
and draw a picture of the person they respect
3. Ask students to place post-it note on white
board underneath the word “respect”
4. Read off the names written on the post it
notes. *ask students to raise up their picture
5. Ask 3 students to share who they wrote
down *or drew* and how the person earned
their respect.
6. Thank students for volunteering and
explain: ​Today we will be discussing what
respect means and how we can give and
receive respect. I have some fun activities
planned that will help us understand how
to recognize and practice respect.
7. Say: ​First, we are going to play a
guessing game with a partner. Go ahead
and say hello to your elbow partner. I’m
going to come around with a bag of
random objects. The first thing I need you
to do is grab an object and try to hide it
from your elbow partner. The goal of this
game is to get your partner to guess the
object as closely as possible with just your
description of it. How does it look? How
does it feel? What might it sound like?
Does it have a smell? You will each have a
Student Responses:
1. Students will receive post-it note.
2. Students will write down name of someone
they respect on the post it note.
3. Students will post their note on the white
board and sit back down in their seats.
*students will draw silly picture of the person
they respect with their eyes closed
4. *students raise picture to show the class
5. Students will respond to “how did the
person earn your respect?”
6.
7. Students will receive item at their table of 3
or 4 and will examine it quietly with their group.
8. Students will discuss as a group what the
item looks like, sounds like, feels like, etc.
9. Receive the sounds like, feels like, looks
like worksheet.
10. Students will complete the worksheet.
11. Students will discuss the responses they
wrote on their worksheet.
12. Students will fill out their plan worksheet.
Students will hand in their sounds like, feels
like, looks like worksheet and will keep their
plan worksheet.
short amount of time to describe the item
to your partner, then you will switch and
the second partner will do the same thing.
At the end of both turns, you will each
have a chance to guess the object that the
other person has. Okay, first partner, start
describing your object to your partner
using those 5 senses.
(Pass out objects to each table if students are
already grouped by table, or, pair students
and pass out an object to each pair (object
could be anything- a stuffed animal, an egg
shaker, a coin, dice, kinetic sand, etc.)
8. Ask the students: ​Now that you’ve both
guessed, was the description of the item
described it accurately? If you had your
partners item, how might you have
described it? Go ahead and share your
advice with your partner for other ways
they could describe the item.
10. Explain that ​just like describing the
item at their table, respect can be
described using our senses. AND, Just
like you had a different idea on how to
describe the object to your partners, your
understanding of respect might also be
different than others, and that’s okay too.
11. Pass out the Sounds like, feels like, looks
like worksheet.
12. Ask students to complete the worksheet
on their own. Say: ​Now, we are going to do
an activity to use those same skills we
used, those same senses we used to
describe our object, to describe respect.
Think about the person you identified at
the beginning of today. What does that
person do to show respect? What does it
look like? What do they say? How do you
feel when they say those things? How do
they show your respect? Encourage
students to think about the person they
respect in regards to what it sounds like,
looks like, feels like, or, other examples
from their own life.
11. Ask students to ​share answers with
their tables in a round table format (each
person shares for a quick 30 seconds)​.
12. ​Ask each table to share 1 way they
see, feel, and hear respect that they want
to share to the class.
12. ​Now that we’ve identified how respect
might look, feel, sound- I’m going to ask
you to take this even one step further.
There is a piece of butcher paper in 4
corners. I’m going to play some music, go
ahead and move to one of the 4 stations
with butcher paper, you’ll go to all 4, and
now think about, using your sheet of looks
like, sounds like, feels like, how you might
show respect to different people. Write
down 1 or 2 ways you can think of that
would help that particular type of person
know that you are respecting them.
12. Play music and have students move
through each of the 4 pieces of butcher paper-
maybe 1 or 2 minutes tops at each one.
13. One 4 rotations are complete, collect the
pieces of butcher paper. Ask students to
 share out something they thought was a good
answer on each piece of butcher paper.
14. Remind students that respect might be
defined differently by different people.
15. IF TIME ALLOWS:
16. Hand out respect action plan worksheet:
17. Prompt students to fill out the worksheet
and ensure they understand that they are to
practice this plan by picking one person to
practice with (themselves is a definite option
they should consider).
18. Complete post test.

Plan for Evaluation: How will each of the following be collected​?

Process Data​: All middle school students will receive lesson about respect through their English
classes during the first semester of 2018-2019 school year.

Perception Data​:
Students will have a better understanding of how to demonstrate respect verbally, visually, and will
understand what it feels like to be respected.

A pretest will be administered with the students during the first 2 weeks of school via Google forms.
A post test will be administered to students directly after the lesson via Google forms.

Outcome Data​:
Disciplinary infractions related to disrespectful behavior will decrease for the 2018-2019 school year.
•90% of middle school students can name 3 ways that they can show respect to others and 3 ways
they receive respect.

Follow Up​: The teacher or counselor can post the Respect: Looks Like, Sounds Like, Feels Like
Activity Sheets on a bulletin board of respect as a reminder to the students of how they could
develop ways to show respect.

LESSON/HANDOUTS/WORKSHEETS ADAPTED FROM:

http://www.missouricareereducation.org/doc/guidelsn/PS2-Gr6-8-Unit2-Lesson1.pdf

PRE/POST TEST:

RESPECT

1. I have someone in my life that I respect.

Strongly Disagree Disagree Agree Strongly Agree

2. What are 2 ways you can show someone respect?

3. What are 2 things someone can do to make you feel respected?

4. One new way you learned to demonstrate respect to someone else is by:
 Plan for Showing Respect
Use the boxes below to detail how you plan to demonstrate respect this week. If you
want to choose your own category or list a specific person, you can do that as well in
the empty boxes.:

PERSON Sounds Like Looks Like Feels Like

Guardian

Teacher

Friends

________
________

Worksheet adapted from:

http://www.missouricareereducation.org/doc/guidelsn/PS2-Gr6-8-Unit2-Lesson1.pdf
 Lesson Plan Template

School Counselor​: ​Anna Sutter

Date​: ​April 24, 2018
Activity​: ​Warm Up My Cool Down
Grade(s)​: ​6th​​ , 7​th​, 8​th

ASCA Mindsets & Behaviors (Domain/Standard)​:

B-SMS2 Demonstrate self-discipline and self-control
B-SMS7 Demonstrate effective coping skills when faced with a problem
B-SS9 Demonstrate social maturity and behaviors appropriate to the situation and environment

Learning Objective(s) (aligns with Competency)​:

Students will be able to communicate their emotional state using words.
Students will be able to identify personal warning signs prior to an emotional burst.
Students will be able to identify cool-down strategies.

Materials​:
Half sheets of paper
Writing utensils

Procedure​:

Instructor Procedures Student Procedures

1 Pass out half sheets of paper to students 1 Students get out a writing utensil.
and ask them to get out a writing utensil.

2 Tell students they have 60 seconds to write 2 Students will participate in ice breaker.
down as many synonyms they can think of for
the word “mad.”
3 Once time is up, have students stand up 3 Students comply.
out of their seat, and ask that one student at
a time share a word until there are no more
synonyms left. Once someone shares, they
can sit back down in their seat.

4 Discuss the array of different words and 4 Students participate in discussion

ask students if they use different forms of the
word to express the emotion’s intensity.

5 Draw a line of intensity on the whiteboard, 5 Students participate in activity and take the
and ask students to come up and draw an opportunity to share.
adjective on that timeline.

6 Split students into groups using a “count off 6 Students efficiently split into groups.
by 3” strategy. (If a larger group, you can use
a larger number.)

7 Ask students to discuss the following 7 Students discuss question with group
question with their group members: ​How can members while teacher monitors.
YOU tell when YOU are getting “worked up?”
Assign groups each question: 1) What are
you feeling? 2) What are you thinking? 3)
What does your body feel like?

8 Count down from 5. Invite students to share 8 Students can volunteer or choose not to.
something their groups discussed.

9 Hand out 2 half-sheets of paper and invite 9 Students work quietly by themselves and
students to individually think of the following write their answers on the half-sheets of
question: ​How do OTHERS tell when YOU paper.
are getting “worked up?” ​Write one on each
paper. Suggest that people specifically focus
on physical characteristics that other people
notice.

10 Ask students to crumble up their pieces of 10 Students crumble papers into balls.
paper into balls, which will let the instructor
know that the students are finished.

10 Ask students to get up from their seat, do 10 Students listen to directions.

a couple of stretches, and make a circle or
move to one half of the room. Students can
even go out into the hallway if classroom has
too many barriers.
11 Invite students to have a “snowball fight”
with their wads of paper for 30 seconds. Set
a timer on the board. Once the 30 seconds is
up, ask students to pick up two wads of paper
and return to their seats. Countdown from 10.
(It’s okay if it’s not theirs – that’s the point!)
11 Students participate in the snowball fight
and end the snowball fight when their told.
They will pick up two balls of paper and head
back to their seats.

12 Once students are at their seats, invite 12 Students read what’s written on their
someone to share what their wads of paper wads of paper.
say, then go in a circle. Remind students that
they can pass.

13 After everyone gets the opportunity to 13 Students participate in discussion.

share, ask how these responses differed from
the responses from the first question. Some
prompting questions: ​Are there ways you can
tell you’re getting worked up BEFORE others
see it?

14 Thank students for sharing and 14 Students are attentive.

participating.

15 *Transition to a new activity* Invite 15 Students sit upright in their chair, close
students to sit upright in their seats and their eyes, and participate in the breathing
model deep breathing. Invite students to exercise.
close their eyes and continue deep breathing.

16 Invite students to think of ways they’ve 16 Students are quiet, breathing deeply, and
been able to calm down in the past. ​What has complying with instruction.
worked for them? What hasn’t worked? How
did they know it worked? What changed?

17 Ask students to open their eyes and invite 17 Students open their eyes and share.
them to share.

18 Explain that the deep breathing exercise 18 Students listen quietly.

was a form of a “cool down” that they can use
anywhere, including the classroom.

19 Model two other “cool down” techniques 19 Students mirror activity as instructor is
with students (tracing hand, four-corner explaining it.
breathing, squeezing fists).

20 Hand out a post-it note to each student 20 Students complete the task.
and ask them to write down their favorite
 thing they learned during today’s lesson and
stick it to the whiteboard.

21 If there is time, have each student pull off 21 Students follow instructions and complete
a post-it note that is ​not​ theirs and read it out the task.
loud.

Plan for Evaluation: How will each of the following be collected​?

Process Data​: ​Approximately 900 6​th​, 7​th​, and 8​th​ grade students participated in a lesson about
regulating anger. This was done in their Science classrooms in the first trimester of the school year.

Perception Data​: ​Students will have a better understanding of how they are feeling and what they
are sensing prior to an emotional burst. Students will also have a better understanding of cool-down
strategies that best fit their needs.

A regulation skills pre-test will be administered prior to the lesson, and a regulation skills post-test
will be given to the students directly after the completion of the lesson.

Outcome Data​: ​Disciplinary infractions related to disrespectful behavior will decrease for the
2018-2019 academic school year.

75% of middle school students can describe how they are feeling and what they are sensing prior to
an emotional burst. 75% of middle school students can list techniques they can use to cool down.

Follow Up​: ​Teachers, guardians, and administrators can remind students about their cool-down
techniques if they sense they are getting worked up. Posters can be created by students to be
posted on classroom walls as reminders.

Instructor will contact teachers, guardians, and administrators for progress in data goals.

Pre-Test / Post- Test

1 = Strongly Disagree 2 = Disagree3 = Unsure 4 = Agree 5 = Strongly Agree

I understand my personal warning signs to an emotional burst.
1 2 3 4 5

I know a cool-down technique that works for me.

1 2 3 4 5

I can effectively communicate how I feel.

1 2 3 4 5

​Lesson Plan Template

School Counselor​: Brandon Placher

Date​: 4/10/18
Activity​: Zones of Regulation
Grade(s)​: 6-8

ASCA Mindsets & Behaviors (Domain/Standard)​:

S.M.S.2 Demonstrate self-discipline and self-control
S.M.S.7 Demonstrate effective coping skills when faced with a problem

Learning Objective(s) (aligns with Competency)​:

Students will be able to identify emotions that they are feeling
Students will be able to identify possible triggers for those emotions.
Students will be able to identify possible emotions others may be feeling
Materials​:
Pictures of people displaying emotions
Zones powerpoint
Bingo Cards for Zones Bingo
Procedure​:
1) Start with pictures of people displaying emotions and ask for what each person might be feeling.
Students will raise hands or counselor will call on students at random.

2) Explain that sometimes emotions may be shown in different ways and for different reasons.
Students will listen during this portion.

3) Introduce the concept of the Zones of Regulation in which the colors, Blue, Green, Yellow, and
Red relate to different energy levels behind emotions. Emphasize that it is completely natural to
experience any of the zones at any time and there is not necessarily a “good” or “bad” zone.
However, some zones may be more appropriate at different times. Before each zone, ask what
emotions might go into that zone. The student response should still be listening, volunteering
possible emotions for each zone, or asking questions about the zones.

Blue: Relates to a low energy level with emotion such as tired, sad, lonely, sick, or bored

Green: Relates to an average energy level with emotions such as focused, proud, happy,
confident, loving, or calm

Yellow: Relates to a slightly higher energy level with emotions such as silly, excited, worried,
mischievous, frustrated, or cautious

Red: Relates to a very high energy level with emotions such as ecstatic, frightened/terrified, angry,
or shocked

4) Teach about identifying emotions through what your body may be feeling or the actions you are
taking.

Examples: Headache, stomachache, crying, yelling, butterflies in the stomach, feel hot, shaking,
hitting something or someone, sitting still, looking around, mind drifting, relaxed pose, stiff pose, etc.

Have students split up into small groups and come up with times that they felt a certain emotion and
what they felt like or were doing with that emotion.
5) Relate identifying emotions in how your own body may be feeling or acting to what you may see in
others and trying to identify their emotions. Students will return to listening.

6) Talk about the triggers that may lead to each emotion and each zone. Sometimes a trigger could
lead to any of the zones and different people may have different reactions to triggers.

Examples: Being awake for a long time may lead to the blue zone, waking up could be in any of the
zones depending on the amount of sleep or how they were woken up, someone hitting you could
lead to the yellow or red zone, eating could lead to any of the zones depending on the food, going to
play a sport or game could lead to the yellow or red zone, reading could lead to the green or blue
zone, etc.

Again, have student split up into small groups to discuss a time when something triggered an
emotion in them. Talk about what happened and what the resulting emotion was.

7) Play Zones Bingo. Zones Bingo can be played in multiple ways with this lesson. Faces could be
shown displaying different emotions again with each face only being able to count for one emotion
since faces can sometimes be interpreted as showing multiple different emotions. The teacher could
also describe what a person’s body is feeling or doing and students would choose one emotion on
their card that it could represent.
Example of Zones Bingo Card

Blue Zone Green Zone Yellow Zone Red Zone

Sad Happy Worried Angry

Lonely Focused Mischievous Terrified

Bored Confident Excited Disgusted

Tired Proud Frustrated Elated

Plan for Evaluation: How will each of the following be collected​?

Process Data​:
Process Data should be 100% of students through the use of this classroom guidance lesson. This
would be measured by the number of pre/posttests collected from students. This may not be 100%
because of absence from class on the day of the lesson for any reason.
Perception Data​:
Perception data would be collected through a pre/posttest in which students answer the following
questions with a 5 point likert scale from Strongly Disagree to Strongly Agree:
1) I can usually name the emotions that I am feeling.
2) I can usually figure out what causes me to feel a certain emotion
3) I can usually tell what emotions someone else might be feeling
Outcome Data​:
While the objectives of this lesson are primarily perception-based, outcome data could come as part
of a larger unit in which students then are taught how to regulate their emotions once they have
identified them and what they can do when others might be feeling certain emotions. This outcome
data could then come through behavior referrals and detentions/suspensions.
Follow Up​:
To continue to monitor if changes have occurred because of this lesson, identification of emotions
could be seen in further lesson plans as part of a larger unit as previously referenced. Posters of the
zones and emotions that can be in each zone can be created for classrooms and the counseling
office. The Zones Bingo or general questioning of emotions that faces might be displaying could be
used again at a later time as well.
Lesson Plan Template

School Counselor​: Tony Boberschmidt

Date​: 4/24/2018
Activity​: Students will use the complete conflict resolution process by performing a variety of skits.
Grade(s)​:6-8​th

ASCA Mindsets & Behaviors (Domain/Standard)​:

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 9. Demonstrate social maturity and behaviors appropriate to the situation and
environment

Learning Objective(s) (aligns with Competency)​:

Students will be able to identify techniques to manage conflicts.

Materials​:
Handout- “Steps to Resolving a Conflict”
Blank paper to write down thoughts and feelings
Writing utensil
Survey (Pre and Post)

Procedure​:
Give each student a copy of the handout, “Steps to Resolve a Conflict”.
Introduce the topic and explain to students how everyone has dealt with conflict at some point in
their lives.
Have a student read aloud the Conflict #1 on the handout.
Conflict Situation #1
“You and your new friend, John, have been friends for almost two months now. When you
see your friend Sam becoming better friends with John, you worry about both of these
relationships. You confront Sam and tell her you don’t like her talking to your new friend!
Sam then starts to cry and because of this, John and Sam both are not very happy with you.
What are you going to do?”

Conflict Situation #2
“You and Rachel have been friends since second grade. You have always been very close to
her. When you and Rachel have a conflict over the weekend, what was a little argument
turned into a huge fight. Now, when you come to school on Monday, everyone is laughing at
you and you wonder why. It turns out that Rachel told everyone your deepest secret. What
are you going to do?”

Discuss “Conflict Situation #1” by asking the following questions.

a. What happened from the point of view of the first person?
b. What happened from the point of view of the second person?
c. How do you think each person feels?
d. What do you think each person needs?
e. What are some possible solutions to this conflict?
f. For each possible solution, what would be the consequences?
g. Is there a solution that would solve the problem for both people and that both people
would feel good about? Which one?
Next, select volunteers to role play the conflict to the point immediately before a resolution is
reached.

Next, ask the students the following discussion questions.

a. What was the problem for person #1? What about person #2?
b. What are some solutions that you can think of for this conflict?
c. Will this solution solve the conflict so both people feel good?

As a group, decide which solution to role play and ask for volunteers to play each role. Re-enact the
conflict, this time adding the solution chosen. Ask the players how they felt after each role play.
Next, ask for additional volunteers to replay the skit with a new solution. After each role play solution,
ask students the following discussion questions.
a​. Which solutions worked best? Why?
b. Which solutions were least effective? Why?
c. Were there any solutions that made both disputants happy? Which ones?

Repeat this procedure with “Conflict Situation #2”.

End activity with closing discussion
Have students’ complete short survey.

Plan for Evaluation: How will each of the following be collected​?

Process Data​: All middle school students will receive a lesson about conflict mediation during one of
their classes. These lessons will be taught during the fall semester of the 2018-19 school year.

Perception Data​:
Students will have a better understanding of identifying solutions to conflicts and how to approach
certain situations. Students will also learn how to express points of view, interest, and acceptable
solutions.

A pretest will be administered with the students during the first few weeks of school through Google
Forms.
A post- will be administered to students directly after the lesson via Google forms.

Outcome Data​:
Disciplinary infractions related to disrespectful behavior will decrease for the 2018-2019 school year.

Follow Up​: Ask the students to come up with their own personal conflict situation or one that is
typical in middle school. Have the student’s role play these situations using the “steps to resolve a
conflict” handout. Students will be encouraged to do this activity at home with their family members
or guardians.

Lesson and Handouts adapted from:

http://wvde.state.wv.us/counselors/links/advisors/ms-lesson-plans.html
(8​th​ Grade-Lesson 8- Conflict Mediation)

Post and Pre Survey

1 = Strongly Disagree 2 = Disagree 3 = Unsure 4 = Agree 5 = Strongly Agree

I feel confident in my abilities to manage personal conflicts

12345

I feel comfortable talking about conflict with an adult

12345
I understand how my actions affect others
12345
I understand the conflict resolution process
1 2 3 4 5
 Steps to Resolve a Conflict (Handout)
Conflict Situation #1
“You and your new friend, John, have been friends for almost two months now. When you
see your friend Sam becoming better friends with John, you worry about both of these
relationships. You confront Sam and tell her you don’t like her talking to your new friend!
Sam then starts to cry and because of this, John and Sam both are not very happy with you.
What are you going to do?”
How do you think each person feels?

What do you think each person needs?

What are some possible solutions to this conflict?

For each possible solution, what would be the consequences?

Is there a solution that would solve the problem for both people and that both people
would feel good about? Which one?

Conflict Situation #2
“You and Rachel have been friends since second grade. You have always been very close to
her. When you and Rachel have a fight over the weekend, what was a little argument turned
into a huge fight. Now, when you come to school on Monday, everyone is laughing at you
and you wonder why. It turns out that Rachel told everyone your deepest secret. What are
you going to do?”
How do you think each person feels?

What do you think each person needs?

What are some possible solutions to this conflict?

For each possible solution, what would be the consequences?

Is there a solution that would solve the problem for both people and that both people
would feel good about? Which one?