Lesson Plan 6

Lesson Plan
School Counselor: Lyba Waraich

Other School
Personnel:
Lesson Plan Title: In my Control
□ Single Classroom Lesson
□ Unit of Classroom Lessons: Lesson _____ of _____
□ Small-Group Session Lessons: Lesson __6___ of ___6__
Target Audience: Grade 7 students who are at risk of anxiety and frequently visit the
counseling office.
Evidence Base: select one Best
⬜ 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 For each of the selected student standards,
this targeted group and goal: write or select 1–2 learning objectives
(Best practice = select one)
M&B# Mindsets & Behaviors Statement Student Learning Objectives
Goal: For students to understand Students will identify what is in their control
what they can control and what to manage anxiety
they cannot control.
M 1. Belief in development of whole
self, including a healthy balance
of mental, social/emotional and
physical well-being
B-SMS 1. Responsibility for self and actions
B-SMS 2.
Self-discipline and self-control
Domain:
____Academic Development ___College & Career Readiness ___Social-Emotional Development
NYS Next Generation Standards: speaking
(listening, speaking, communication skills, etc.)
Materials:
Emotions flashcards
Circles of control worksheet
White paper
Color pencils
Introduce Lesson Start with icebreaker: have flashcards with different emotions listed
Topic/Focus: on them and leave some white paper with colored pencils/markers for
the feelings icebreaker. Ask students to think about times they felt
different emotions.
Then counselor will state that this is the last session, but there will be
follow ups.
Counselor will introduce topic by telling students that now that we
have learned some coping strategies for anxiety, we need to
understand what is within our control.
Then go over homework by asking students if the breathing

techniques were helpful?
Communicate the In a small group, students sit in a circle and the counselor briefly
Lesson Objective: review lesson 5 and goes over the group norms and expectations.
Then the school counselor will communicate the lesson objectives by

discussing what is in and out of our control. This will be verbal
descriptions and scenarios.
Students will understand what factors they can and cannot control
(using worksheet).
Teach Content: Today I am here to talk about when you are in any difficult
situation, there are factors we can control and factors we cannot
control.
Then the counselor will state anxiety often comes up when we
focus disproportionately on the factors we can’t control, while
neglecting to think about the things we can change.
Then the counselor will explain internal and external locus of control
Internal locus of control: belief that our own actions have a direct
impact on our life.
Example: work and education lead to success in career.
External locus of control: factors in life happen as a result of factors
outside their control.
Example: luck or fate
Practice Content: The students will practice the content by filling out the “Circle of
Control,” worksheet (Miriam Mogilevsky). The students will fill out
what is mostly in their control, what is somewhat in their control and
what is not in their control.
Then students are encouraged to share their answers and the 3 follow
up questions are asked by the counselor.
1. What was your experience with filling out the circles? What
came up for you? (Miriam Mogilevsky)
2. Do any of your circles have noticeably more or fewer items in

them than the others? Which were easiest to think of answers
for?
3. Which circles do you tend to think about the most when

you're feeling worried?
Summarize/Close: The lesson will conclude with the students doing the plan for
evaluation- posttest to see what skills and knowledge they have
achieved from the unit of lesson plans and will be asked what they
gained from the unit of lesson plans.
The counselor will conclude by saying although this is the last session,
I will continue to follow up with you all and encourage you to continue
to use the coping skills and well as think abut what we can do that is in
our control.
Data Collection Plan – For multiple lessons in a unit, complete this section only once for the unit.
Participation Data Plan:
Anticipated number 7
of students:
Planned length of 35 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: questions 1-4 are statements on a scale from 1 rarely to 4
almost all the time
1. I believe understanding our own anxieties is important to be responsible for ourselves.
2. I know 3 coping strategies to deal with anxiety
3. I know what is in my control
4. I follow a time management plan
5. Explain the difference between anxiety and stress as well as how it affects us
physically/brain?
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 check what percentage of student’s
knowledge and skills about anxiety improved pre and post-test after delivery of unit of
lessons.
⬜ Attendance (describe):
⬜ Discipline (describe):
Follow-Up Plans
Explain your plan for students who missed the lesson.
Explain your plan for students who missed the lesson.
The counselor will individually meet with student to discuss the lesson missed.
Explain your plan for students who did not demonstrate mastery on the pre-/post-assessment
of student standards (M&B)/student learning objectives.
The counselor will do short-term individual counseling with the student to provide more
support and provide referral if needed.
SOURCE:
1 2 3 4
Rarely Sometimes Most of the time Almost all the time
Statements Scale
I believe understanding our own anxieties is important to be responsible for 1 2 3 4
ourselves.
I know 3 coping strategies to deal with anxiety 1 2 3 4

I know what is in my control. 1 2 3 4
I follow a time management plan. 1 2 3 4
Brief answer question (optional):
Explain the difference between anxiety and stress as well as how it affects us
physically/brain?
Plan for evaluation: Pre/post-test

Circle of Control
During difficult times, it can help to take anxieties and break them down into what you can
control what you can't.
Think about what's giving you anxiety. In the outer ring, write the things that you have zero (or
very little) control over.
In the middle ring, write the things that you can influence, but not entirely control.
In the inner ring, write the things that you can mostly or entirely control.
Icebreaker: emotions

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Lesson Plan

School Counselor: Lyba Waraich

□ Single Classroom Lesson

□ Unit of Classroom Lessons: Lesson _ of _

□ Small-Group Session Lessons: Lesson 6_ of _6

Evidence Base: select one Best

⬜ Best Practice (commonly used and believed to be of high quality)

⬜ Evidence-Based (highest level of evidence, results published in peer-reviewed journal)

ASCA Student Standards Targeted: Student Learning Objectives:

Then go over homework by asking students if the breathing

Then the school counselor will communicate the lesson objectives by

2. Do any of your circles have noticeably more or fewer items in

3. Which circles do you tend to think about the most when

I know 3 coping strategies to deal with anxiety 1 2 3 4

I follow a time management plan. 1 2 3 4

Brief answer question (optional):

Plan for evaluation: Pre/post-test

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