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Check Your Pack

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Lesson Plan

Check Your Pack

Students will complete a personal support map labeling three trusted adults/peers and one campus location for regulated breaks.

Building a strong support network is crucial for well-being and academic success. This lesson helps students identify and utilize resources, fostering self-advocacy and a sense of belonging.

Audience

12th Grade

Time

30 minutes

Approach

Students will map out their support systems and identify a safe break location.

Materials

Prep

Review Materials

10 minutes

Step 1

Warm Up: Why Networks Matter

5 minutes

  • Begin with a brief discussion or quick write about times students have felt supported or unsupported.
    - Introduce the concept of a
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Slide Deck

Check Your Pack: Building Your Support Network

What does 'support' mean to you?

Welcome students and introduce the concept of support networks. Ask students to reflect on what support means to them.

Why Networks Matter

You're Not Alone!

  • Belonging: Feeling connected and valued.
  • Help-Seeking: Knowing when and how to ask for help.
  • Self-Advocacy: Speaking up for your needs.
  • Well-being: Taking care of your mental and emotional health.

Explain the importance of having a strong support network, especially in new or challenging environments like college or career entry. Emphasize that everyone needs support.

Mapping Your Support: An Example

Imagine your own 'web' of people and places...

  • Trusted Adults: Teachers, counselors, family, mentors.
  • Peers: Friends, classmates, teammates.
  • Campus Resources: Library, wellness center, club advisors.
  • Safe Spaces: A quiet corner, a specific office, a common area.

Model a sample support map, emphasizing different types of support (adults, peers, campus resources). Ensure to include both academic and personal support. Explain that the map is personal and can look different for everyone. Point out the My Support Map Template they'll be using.

Your Turn: My Support Map

Time to build your own network!

  • Identify at least three trusted adults/peers.
  • Label one campus location where you can take a regulated break.
  • Think about who you go to for different types of support (academic, emotional, social).

Guide students through completing their own support maps using the provided worksheet. Encourage them to be thoughtful and consider all aspects of their lives. Remind them to identify one specific campus location for regulated breaks.

Pairs Protocol: Who’s In Your Corner?

Share an 'Ask'

  • With a partner, discuss one specific 'ask' you can make this week to utilize your support network.
  • This could be: asking a teacher for help, reaching out to a friend, or visiting a campus resource.

Explain the Pairs Protocol activity. Students will share one 'ask' they can make this week. This promotes help-seeking and self-advocacy.

Exit Ticket: One Ask I’ll Make

Your Commitment to Support

  • On your exit ticket, write down one concrete action you will take this week to connect with your support network or utilize a campus resource.
  • Be specific!

Introduce the exit ticket. Students will write down one specific help-seeking action they commit to making this week.

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Worksheet

My Support Map

Name: ____________________________


## Instructions:

  1. In the center circle, write your name.
  2. In the surrounding circles, write the names of three trusted adults or peers who you can go to for support (academic, emotional, social, etc.). Think about people who genuinely care about you and your well-being.
  3. In the square, write down one specific campus location where you can take a regulated break if you feel overwhelmed or need a moment to yourself. This should be a place where you feel safe and comfortable.
  4. Draw lines connecting yourself to your support people and your safe space.
  5. (Optional) For each person, you can briefly note what kind of support they typically provide (e.g.,
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Discussion

Pairs Protocol: Who’s In Your Corner?

Objective: To practice identifying and articulating a specific need or 'ask' to utilize your support network.

Time: 10 minutes (5 minutes per partner)

Instructions:

  1. Find a Partner: Pair up with a classmate.
  2. Partner A Shares (5 minutes):
    • Share one specific
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Cool Down

Exit Ticket: One Ask I’ll Make

Name: ____________________________


## Instructions:

Reflect on your personal support map and the discussion you just had. What is one specific, concrete action you will take this week to connect with your support network or utilize a campus resource?

This could be:

  • Sending a text to a trusted adult.
  • Scheduling a quick chat with a teacher.
  • Visiting the school library during a free period.
  • Talking to a friend about something on your mind.


    My One Ask for this week is:













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