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Blooming Through Change

gaby

Tier 3
For Schools

Lesson Plan

Session 1 Plan

In this 30-minute first session, the counselor will build trust with the student, help her identify and name her emotions in both English and Spanish, and create a safe space for future grief work.

Establishing rapport and normalizing feelings is critical for a grieving 2nd grader. Using bilingual tools ensures she can express emotions in her strongest language, fostering comfort and engagement.

Audience

2nd Grade MLL Student

Time

30 minutes

Approach

Bilingual discussion with visuals

Materials

Bilingual Feelings Chart, Welcome Greeting Cards – English and Spanish, Emotion Faces Flashcards, My Safe Space Drawing Paper, and Crayons or Colored Pencils

Prep

Review and Prepare Materials

10 minutes

  • Print and laminate the Bilingual Feelings Chart and Emotion Faces Flashcards
  • Prepare a set of Welcome Greeting Cards – English and Spanish
  • Organize drawing paper and coloring tools (Crayons or Colored Pencils)
  • Arrange a quiet, comfortable space for a one-on-one session

Step 1

Bilingual Greeting

5 minutes

  • Welcome the student with greeting cards: “Hello! / ¡Hola!”
  • Use both English and Spanish: “How are you today? / ¿Cómo te sientes hoy?”
  • Encourage her to respond in whichever language she prefers

Step 2

Rapport Building Conversation

10 minutes

  • Ask open-ended questions about her day, interests, or favorites (“What did you like about school today? / ¿Qué te gustó hoy en la escuela?”)
  • Listen actively, use affirming phrases in both languages (“I understand / Entiendo”)
  • Introduce the Emotion Faces Flashcards and ask her to point to any face that matches how she feels right now

Step 3

Feelings Identification Activity

10 minutes

  • Show the Bilingual Feelings Chart with emotion words in English and Spanish
  • Invite her to choose one or two feelings she’s experienced since starting the new school
  • Label each chosen feeling aloud in both languages and validate: “It’s okay to feel ___ / Está bien sentir ___”

Step 4

Reflection and Closing

5 minutes

  • Give the student [My Safe
lenny

Slide Deck

Session 1: Welcome & Bilingual Greeting

• Hello! ¡Hola!
• How are you today? / ¿Cómo te sientes hoy?
• Encourage responses in English or Spanish.

Begin by welcoming the student warmly in both English and Spanish to set a positive tone.

Rapport Building Conversation

• What did you like about school today? / ¿Qué te gustó hoy en la escuela?
• What’s your favorite game or book? / ¿Cuál es tu juego o libro favorito?
• Affirm: “I understand” / “Entiendo”

Use open-ended questions to learn about her interests and build rapport. Validate her answers in both languages.

Emotion Faces Activity

• Here are some faces showing different feelings.
• Point to the face that matches how you feel right now.
• Name the feeling in English and Spanish.

Show the flashcards and ask her to point to the face that matches her current emotion.

Feelings Identification

• Look at this chart of feelings in English and Spanish.
• Pick one or two you’ve felt since starting this school.
• Say: “I feel ___ / Me siento ___.”

Introduce the Bilingual Feelings Chart. Guide her to choose and label emotions she’s experienced.

Reflection & Safe Space Drawing

• Draw a place or activity where you feel calm and safe.
• Name one feeling in English and Spanish.
• Praise: “Thank you for sharing. Nos veo la próxima vez.”

Provide drawing materials and invite her to create her safe space. Praise and preview next session.

lenny

Activity

Bilingual Feelings Chart

Use this chart during sessions to help the student identify and label emotions in both English and Spanish. Point to the face/icon and read the word aloud in whichever language she prefers.

Feeling (English)Sentimiento (Spanish)Icon
HappyFeliz😊
SadTriste😢
AngryEnojado(a)😠
ScaredAsustado(a)😨
SurprisedSorprendido(a)😲
CalmTranquilo(a)😌
ConfusedConfundido(a)😕
TiredCansado(a)😴
ExcitedEmocionado(a)😃

—

Return to Session 1 Plan for integration guidance.

lenny
lenny

Activity

Emotion Faces Flashcards

Print and cut along the dashed lines to create individual cards. Each card shows an emotion face plus its name in English and Spanish.

😊
Happy / Feliz

😢
Sad / Triste

😠
Angry / Enojado(a)

😨
Scared / Asustado(a)

😲
Surprised / Sorprendido(a)

😌
Calm / Tranquilo(a)

😕
Confused / Confundido(a)

😴
Tired / Cansado(a)

😃
Excited / Emocionado(a)

Use these flashcards during sessions to help the student point to or name how they feel in both English and Spanish.

lenny
lenny

Activity

Welcome Greeting Cards – English and Spanish

Print and cut along the dashed lines to create four 4×6 cards. Each card features a simple bilingual greeting to welcome the student and invite interaction.

Card 1:

Hello!
¡Hola!

Card 2:

Good morning!
¡Buenos días!

Card 3:

Nice to meet you!
¡Mucho gusto!

Card 4:

My name is ______
Me llamo ______

Use these cards at the start of each session to greet the student, model both languages, and encourage her to choose or fill in a card to respond.

lenny
lenny

Activity

My Safe Space Drawing Paper

Instructions: Draw a place or activity where you feel calm, safe, and happy. Use the space below to sketch your safe place.













Name one feeling you have when you are in your safe space:

English: ________________________________



Spanish: ________________________________



Return to Session 1 Plan for how to use this drawing in your next session.

lenny
lenny

Lesson Plan

Session 2 Plan

In this 30-minute second session, the counselor will help the student express and quantify her grief using a bilingual grief scale and begin creating a memory box filled with personal memories of her dad.

Validating the student’s grief and providing a tangible coping tool empowers her to honor memories, manage bereavement, and feel heard in both English and Spanish.

Audience

2nd Grade MLL Student

Time

30 minutes

Approach

Guided art-based reflection

Materials

Bilingual Grief Scale, Memory Box Template, Blank Memory Cards Sheet, Stickers and Glue, and Crayons or Colored Pencils

Prep

Gather and Prepare Materials

10 minutes

  • Print and laminate the Bilingual Grief Scale, Memory Box Template, and Blank Memory Cards Sheet
  • Collect art supplies: stickers, glue, crayons or colored pencils
  • Arrange all materials on a table and ensure a quiet, comfortable one-on-one space

Step 1

Check-In and Scale Assessment

5 minutes

  • Greet the student in English and Spanish: “Hello! / ¡Hola!”
  • Ask: “On a scale of 1 to 5, how much did you miss your dad this week? / ¿En una escala del 1 al 5, cuánto extrañaste a tu papá esta semana?”
  • Show the Bilingual Grief Scale and guide her to point to the number that matches her feeling

Step 2

Introduce Memory Box Activity

5 minutes

  • Explain: “This box will hold your special memories of your dad” / “Esta caja guardará tus recuerdos especiales de tu papá.”
  • Present the Memory Box Template.
  • Invite her to decorate the template using stickers, crayons, or colored pencils

Step 3

Create Memory Cards

10 minutes

  • Provide the Blank Memory Cards Sheet.
  • Invite her to draw or write one or two favorite memories of her dad in English and Spanish.
  • Encourage her to share each memory: “Tell me about this memory” / “Cuéntame sobre este recuerdo.”

Step 4

Closure and Reflection

10 minutes

  • Revisit the Bilingual Grief Scale: “Now, how do you feel about missing your dad?”
  • Note any changes on the scale and validate her feelings.
  • Praise her courage: “You did great sharing your memories. / Hiciste un gran trabajo compartiendo tus recuerdos.”
  • Preview next session’s focus on building coping skills and relaxation techniques
lenny

Slide Deck

Session 2: Check-In & Grief Scale

• Hello! / ¡Hola!
• On a scale of 1 to 5, how much did you miss your dad this week? / ¿En una escala del 1 al 5, cuánto extrañaste a tu papá esta semana?
• Point to the number on the Bilingual Grief Scale.

Greet the student bilingually and guide her through the grief scale to gauge how much she missed her dad this week.

Introducing the Memory Box

• This box will hold your special memories of your dad. / Esta caja guardará tus recuerdos especiales de tu papá.
• Here is the Memory Box Template.
• Decorate it with stickers, crayons, or colored pencils.

Explain the purpose of the memory box and invite her to make it special by decorating.

Creating Memory Cards

• Use the Blank Memory Cards Sheet.
• Draw or write one or two favorite memories of your dad in English and Spanish.
• Share each memory: “This memory is… / Este recuerdo es…”

Provide the blank memory cards and prompt her to draw or write memories. Encourage sharing in both languages.

Reflection & Grief Re-Assessment

• Let’s look at the Bilingual Grief Scale again.
• How do you feel now about missing your dad? / ¿Cómo te sientes ahora?
• Point to the number and talk about any change.

Revisit the grief scale to see if her feelings have shifted and validate her emotional experience.

Closing & Next Steps

• You did great sharing your memories. / Hiciste un gran trabajo compartiendo tus recuerdos.
• I’m proud of you. / Estoy orgulloso(a) de ti.
• Next session: We’ll learn coping skills and relaxation techniques. / La próxima vez aprenderemos habilidades de afrontamiento y técnicas de relajación.
• See you then! / ¡Nos vemos pronto!

Praise her bravery and preview next session’s focus on coping and relaxation.

lenny

Activity

Bilingual Grief Scale

Use this scale to show how much you missed your dad since our last session. Point to the face and number that matches your feeling, and say the word in English or Spanish—whichever feels easier.

NumberEmojiEnglishSpanish
1😐Not at allPara nada
2😕A littleUn poco
3😟SomewhatMás o menos
4😢Quite a bitBastante
5😭Very muchMuchísimo

Instruction for Counselor: Lay the chart flat or hold it up. Ask: “On a scale of 1 to 5, how much did you miss your dad this week? / ¿En una escala del 1 al 5, cuánto extrañaste a tu papá esta semana?”

Return to Session 2 Plan for usage guidance.

lenny
lenny

Activity

Memory Box Template

Purpose: This foldable box will hold your special memory cards of your dad.

Instructions:

  1. Print this template on cardstock for sturdiness.
  2. Cut along all solid lines (+, -, |) to separate the shape.
  3. Fold along the edges between panels (where panels meet).
  4. Apply glue to the areas labeled “Flap” and attach to the adjoining panel to form your box.

Labeling & Decoration:

  • On the top panel, write “My Memories” and “Mis Recuerdos.”
  • Decorate each side panel with drawings, stickers, or words in English and Spanish.+----------------------+
    | My Memories |
    | Mis Recuerdos |
    +----------------------+
    +-----+----------------------+-----+
    |Flap | BACK |Flap|
    +-----+----------------------+-----+
    +----------------------+
    | BOTTOM |
    +----------------------+
    +-----+----------------------+-----+
    |Flap | FRONT |Flap|
    +-----+----------------------+-----+

Return to Session 2 Plan to see how to use this box in your next session.

lenny
lenny

Activity

Blank Memory Cards Sheet

Print and cut along the dashed lines to create individual memory cards. On each card, draw or write a special memory of your dad in both English and Spanish.

Card 1

Draw or write one favorite memory of your dad:









English: ________________________________


Español: ________________________________

Card 2

Draw or write another special memory:









English: ________________________________


Español: ________________________________

Card 3

Draw or write one more memory:









English: ________________________________


Español: ________________________________

Card 4

Draw or write a memory that makes you smile:









English: ________________________________


Español: ________________________________


Return to Session 2 Plan to see how to use these cards in your memory box.

lenny
lenny

Lesson Plan

Session 3 Plan

In this 30-minute third session, the counselor will teach the student three bilingual coping skills—deep breathing, grounding techniques, and positive affirmations—to help her self-regulate and reduce anxiety.

Learning practical self-calming strategies supports emotional regulation, empowers the student to manage grief triggers, and fosters resilience in her new school context.

Audience

2nd Grade MLL Student

Time

30 minutes

Approach

Bilingual mindfulness and practice

Materials

Deep Breathing Visual Guide, Grounding Techniques Cards, Bilingual Affirmation Cards, Timer or Calm-Down Bell, and Small Stress Ball (optional)

Prep

Gather and Prepare Materials

10 minutes

  • Print and laminate the Deep Breathing Visual Guide, Grounding Techniques Cards, and Bilingual Affirmation Cards
  • Cut and organize each card set
  • Set up a timer or calm-down bell within reach
  • Place a small stress ball on the table for optional use
  • Arrange a comfortable seating area for a one-on-one session

Step 1

Welcome & Check-In

5 minutes

  • Greet the student: “Hello! / ¡Hola!”
  • Ask: “How are you doing today? / ¿Cómo estás hoy?”
  • Briefly revisit her memory box: invite her to show one card and name a feeling in English and Spanish
  • Introduce today’s goal: “Today we’ll learn ways to calm our bodies and minds. / Hoy aprenderemos formas de calmar nuestro cuerpo y mente.”

Step 2

Deep Breathing Exercise

10 minutes

  • Show the Deep Breathing Visual Guide
  • Demonstrate box breathing (inhale 4, hold 4, exhale 4, hold 4) in English and Spanish
  • Guide her to place a hand on her belly to feel the breath
  • Practice together, counting aloud: “Inhale… hold… exhale… hold… / Inhala… retén… exhala… retén…”
  • Repeat 3–4 times and ask: “How does your body feel now? / ¿Cómo te sientes ahora?”

Step 3

Grounding Techniques Activity

10 minutes

  • Present the Grounding Techniques Cards
  • Read each card and explain in English and Spanish (e.g., 5-4-3-2-1 senses)
  • Invite her to select one technique and try it (name 5 things you see, touch something smooth, etc.)
  • Practice at least two techniques together, narrating actions bilingually
  • Ask: “Which technique helped you feel calmer? / ¿Qué técnica te ayudó a sentirte más tranquila?”

Step 4

Affirmations & Closing

5 minutes

  • Introduce the Bilingual Affirmation Cards
  • Invite her to choose one affirmation and read it aloud in English and Spanish
  • Encourage repeating the affirmation while taking a slow breath
  • Praise her participation: “Great job using these tools. / Excelente trabajo usando estas herramientas.”
  • Preview next session: “Next time we’ll practice making connections with classmates. / La próxima vez practicaremos cómo conectarte con compañeros.”
lenny

Slide Deck

Session 3: Welcome & Check-In

• Hello! / ¡Hola!
• How are you doing today? / ¿Cómo estás hoy?
• Show one memory card and name a feeling in English and Spanish.
• Today we’ll learn ways to calm our bodies and minds. / Hoy aprenderemos formas de calmar nuestro cuerpo y mente.

Greet the student in both languages, revisit her memory box, and introduce today’s goal.

Deep Breathing Exercise

• Refer to the Deep Breathing Visual Guide.
• Demonstrate box breathing: inhale 4, hold 4, exhale 4, hold 4 / Inhala 4, retén 4, exhala 4, retén 4.
• Place a hand on your belly to feel the breath.
• Practice together 3–4 times, counting in English and Spanish.
• Ask: How does your body feel now? / ¿Cómo te sientes ahora?

Use the visual guide to teach box breathing step-by-step. Model hand placement and count aloud in both languages.

Grounding Techniques

• Show the Grounding Techniques Cards.
• Explain each technique in English and Spanish (e.g., name 5 things you see, touch something smooth).
• Invite her to select and practice at least two techniques together.
• Ask: Which technique helped you feel calmer? / ¿Qué técnica te ayudó a sentirte más tranquila?

Present each grounding card, explain the 5-4-3-2-1 technique, then guide her to try two methods of her choice.

Positive Affirmations

• Introduce the Bilingual Affirmation Cards.
• Invite her to choose one affirmation and read it aloud in English and Spanish.
• Repeat the affirmation while taking a slow, deep breath.
• Praise: “Great job using these tools. / Excelente trabajo usando estas herramientas.”

Encourage picking a card, reading aloud both languages, and pairing with a slow breath.

Closing & Next Steps

• Well done practicing these skills. / Buen trabajo practicando estas habilidades.
• Next session: We’ll practice making connections with classmates. / La próxima vez practicaremos cómo conectarte con compañeros.
• See you then! / ¡Nos vemos pronto!

Reinforce her progress and preview the next session’s social focus.

lenny

Activity

Deep Breathing Visual Guide

Use the “box breathing” method to calm your body and mind. Trace each side of the box with your finger or eyes, breathing as you go. Read the step aloud in English or Spanish—whichever feels easier!

SideDirectionStep ActionDuration
Top→ rightInhale / Inhala4 seconds
Right↓ downHold breath / Retén4 seconds
Bottom← leftExhale / Exhala4 seconds
Left↑ upHold empty / Retén4 seconds

How to practice:

  1. Sit comfortably and place one hand on your belly to feel the breath.
  2. Trace the top side of an imaginary box while inhaling for 4 seconds.
  3. Trace the right side while holding your breath for 4 seconds.
  4. Trace the bottom side while exhaling for 4 seconds.
  5. Trace the left side while holding your breath out for 4 seconds.
  6. Repeat 3–4 times, counting in English and Spanish: “Inhale… hold… exhale… hold… / Inhala… retén… exhala… retén…”

Tip for counselor: Model slowly first, then guide the student through each side, narrating bilingually and watching her pacing. Praise her effort: “Great job breathing together. / Excelente trabajo respirando juntos.”

lenny
lenny

Activity

Grounding Techniques Cards

Print and cut along the dashed lines to create individual cards. Each card lists a grounding technique in English and Spanish.

Card 1: 5-4-3-2-1 Senses / Sentidos 5-4-3-2-1
• Name 5 things you can see / Nombra 5 cosas que puedes ver
• Name 4 things you can touch / Nombra 4 cosas que puedes tocar
• Name 3 things you can hear / Nombra 3 cosas que puedes oír
• Name 2 things you can smell / Nombra 2 cosas que puedes oler
• Name 1 thing you can taste / Nombra 1 cosa que puedes saborear

Card 2: Grounding Object / Objeto de conexión
Hold a small object (stone, toy, stress ball) and describe how it feels out loud / Sostén un objeto pequeño (piedra, juguete, pelota antiestrés) y describe en voz alta cómo se siente

Card 3: Move and Shake / Mover y Sacudir
Stand up and gently shake your arms and legs for 10 seconds / Párate y sacude suavemente tus brazos y piernas durante 10 segundos

Card 4: Slow Counting / Conteo lento
Close your eyes and slowly count down from 10 to 1 / Cierra los ojos y cuenta despacio del 10 al 1

Use these cards when you need to feel calm and present. / Usa estas tarjetas cuando necesites sentirte tranquila y presente.

Return to Session 3 Plan to see how to use these techniques in your session.

lenny
lenny

Activity

Bilingual Affirmation Cards

Print and cut along the dashed lines to create individual cards. Each card lists a positive affirmation in English and Spanish. Encourage the student to pick a card, read it aloud, and repeat the phrase while taking a slow breath.

Card 1

I am brave.


Yo soy valiente.

Card 2

I am loved.


Estoy querida.

Card 3

I can do hard things.


Puedo hacer cosas difíciles.

Card 4

I am safe.


Estoy segura.

Card 5

I am calm.


Estoy tranquila.

Card 6

I am strong.


Soy fuerte.


Return to Session 3 Plan

lenny
lenny

Lesson Plan

Session 4 Plan

In this 30-minute fourth session, the counselor will teach the student bilingual conversation starters and practice peer interactions through role-play, then create a friendship chain to visualize supportive connections.

Belonging and social connection support healing and reduce isolation. Practicing bilingual interactions builds confidence in making friends at her new school.

Audience

2nd Grade MLL Student

Time

30 minutes

Approach

Bilingual role-play and craft

Materials

Bilingual Conversation Starter Cards, Role-Play Scenario Cards, Friendship Chain Template, Colored Paper Strips, Markers or Crayons, and Stapler or Tape

Prep

Gather and Prepare Materials

10 minutes

  • Print and cut the Bilingual Conversation Starter Cards, Role-Play Scenario Cards, and Friendship Chain Template
  • Pre-cut 10–12 strips of colored paper (about 1×8 inches each)
  • Gather markers or crayons and a stapler or tape
  • Arrange a quiet, comfortable one-on-one space with a table

Step 1

Welcome & Warm-Up

5 minutes

  • Greet the student: “Hello! / ¡Hola!”
  • Ask: “How have you been using your breathing or affirmation tools? / ¿Cómo has usado tus herramientas de respiración o afirmaciones?”
  • Invite her to share one memory card or chain link idea

Step 2

Introduce Conversation Starters

7 minutes

  • Show the Bilingual Conversation Starter Cards
  • Read each phrase aloud in English and Spanish (e.g., “Do you want to play? / ¿Quieres jugar?”)
  • Ask her to choose a card and practice saying it to you as if I’m a new friend

Step 3

Role-Play Peer Interactions

10 minutes

  • Present the Role-Play Scenario Cards
  • Have her pick one scenario (e.g., meeting a classmate at recess)
  • Role-play together: counselor plays peer, student practices using a starter and asking a question in both languages
  • Switch roles so she can respond as the peer, reinforcing both sides of the interaction

Step 4

Friendship Chain Craft

5 minutes

  • Give her the Friendship Chain Template and colored paper strips
  • Invite her to write (or draw) names or qualities she looks for in a friend on each strip, bilingually
  • Staple or tape strips end-to-end to form a chain; decorate links as desired

Step 5

Reflection & Closing

3 minutes

  • Ask: “Which phrase or activity felt most helpful? / ¿Qué frase o actividad te ayudó más?”
  • Encourage her to try one starter with a classmate this week and share next time
  • Praise her bravery: “You’re doing great making new friends. / Lo estás haciendo muy bien haciendo nuevos amigos.”
lenny

Slide Deck

Session 4: Welcome & Warm-Up

• Hello! / ¡Hola!
• How have you been using your breathing or affirmation tools? / ¿Cómo has usado tus herramientas de respiración o afirmaciones?
• Show one memory card or share an idea for a friendship link.

Greet the student, review tools, and invite sharing to set a positive tone.

Conversation Starters

• Here are some phrases to start talking to a new friend:
– Do you want to play? / ¿Quieres jugar?
– What’s your favorite game? / ¿Cuál es tu juego favorito?
– Can I sit here? / ¿Puedo sentarme aquí?
• Use the Bilingual Conversation Starter Cards.
• Pick one and practice saying it to me.

Introduce conversation starters, model each phrase in both languages, and invite practice.

Role-Play Peer Interactions

• Let’s role-play with the Role-Play Scenario Cards.
• Example scenario: meeting a classmate at recess.
• Practice asking and answering in English and Spanish.
• Take turns playing “you” and “classmate.”

Use scenario cards to role-play peer interactions, switching roles to reinforce both sides.

Friendship Chain Craft

• Use the Friendship Chain Template and colored paper strips.
• On each strip, write or draw a quality you look for in a friend / cualidad que buscas en un amigo.
• Staple or tape strips end-to-end to form a chain.
• Decorate links as you like.

Guide the craft to help visualize supportive connections and friendship qualities.

Reflection & Closing

• Which phrase or activity helped you most? / ¿Qué frase o actividad te ayudó más?
• Try one starter with a classmate this week and share next time.
• Great job making connections! / ¡Buen trabajo haciendo conexiones!

Reflect on the session, set a goal for the week, and praise her courage.

lenny

Activity

Bilingual Conversation Starter Cards

Print and cut along the dashed lines to create individual cards. Each card has a simple phrase in English and Spanish to help you start a conversation with a new friend.

Card 1

Do you want to play?


¿Quieres jugar?

Card 2

What’s your favorite game?


¿Cuál es tu juego favorito?

Card 3

Can I sit here?


¿Puedo sentarme aquí?

Card 4

What is your name?


¿Cómo te llamas?

Card 5

Hi, my name is ______


Hola, me llamo ______

Card 6

What are you working on?


¿En qué estás trabajando?


Use these cards to practice starting a conversation and making friends at school. / Usa estas tarjetas para practicar iniciar una conversación y hacer amigos en la escuela.

Return to Session 4 Plan

lenny
lenny