Lesson Plan
Session 1 Lesson Plan
Introduce students to the basics of CBT by exploring how thoughts, feelings, and behaviors interact through the CBT triangle; students will identify each component in examples.
Understanding the CBT thought–feeling–behavior triangle helps students recognize how thoughts influence emotions and actions, building self-awareness and skills for managing unhelpful thinking patterns.
Audience
Middle School Students (Grades 6–8)
Time
30 minutes
Approach
Interactive slides, group activity, and discussion
Materials
Session 1 Slide Deck, Thought–Feeling–Behavior Triangle Worksheet, Sticky Notes, Markers, and Whiteboard or Chart Paper
Prep
Prepare Session Materials
10 minutes
- Review the Session 1 Slide Deck to familiarize yourself with key points and visuals.
- Print one Thought–Feeling–Behavior Triangle Worksheet per student.
- Draw a blank CBT triangle on the whiteboard or chart paper to model during the lesson.
- Gather markers and sticky notes for group activities.
Step 1
Introduction to CBT
5 minutes
- Welcome students and briefly explain Tier 2 group focus on emotional resilience.
- Ask: “Has anyone heard of cognitive behavioral therapy?” Solicit a few responses.
- Define CBT: a way to see how thoughts, feelings, and behaviors connect and how changing thoughts can improve well-being.
Step 2
CBT Triangle Explanation
8 minutes
- Display the CBT triangle slide from the Session 1 Slide Deck.
- Explain each corner:
• Thoughts: what goes through our minds.
• Feelings: the emotions we experience.
• Behaviors: how we act in response. - Provide a simple example (e.g., thinking “I’ll fail this test,” feeling anxious, avoiding study).
Step 3
Group Activity: Identifying Components
10 minutes
- Divide students into small groups and give each a Thought–Feeling–Behavior Triangle Worksheet.
- Ask groups to brainstorm scenarios and label the thought, feeling, and behavior in each.
- Encourage use of sticky notes to list examples around a drawn triangle on chart paper.
- Circulate to support and prompt deeper reflection.
Step 4
Discussion and Reflection
7 minutes
- Reconvene whole group and invite each team to share one scenario.
- Discuss as a class how changing one part (e.g., the thought) could alter the feeling or behavior.
- Highlight the takeaway: noticing and challenging unhelpful thoughts can lead to healthier feelings and actions.
- Preview that Session 2 will focus on strategies to challenge those thoughts.
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Slide Deck
Mind Code Detectives: Session 1
Introduction to Cognitive Behavioral Therapy (CBT)
Welcome students to the Tier 2 Mind Code Detectives group. Explain that over three sessions they’ll learn how thoughts, feelings, and behaviors connect and how changing thoughts can improve well-being. Today’s goal: introduce the basics of CBT and the thought–feeling–behavior triangle.
What is CBT?
- CBT stands for Cognitive Behavioral Therapy
- It helps us see how our thoughts influence our feelings and actions
- By changing unhelpful thoughts, we can feel and act better
Ask: “Has anyone heard of cognitive behavioral therapy before?” Solicit a few responses. Then define CBT in simple terms.
The CBT Triangle
Thoughts ↔ Feelings ↔ Behaviors
Display a diagram of the CBT triangle on the slide or whiteboard. Emphasize the cycle: thoughts lead to feelings lead to behaviors.
Thoughts
- The ideas, images, and self-talk in our mind
- How we interpret events around us
Explain that “thoughts” are the pictures or words we hear in our mind when something happens.
Feelings
- Emotions like happy, sad, angry, anxious
- What we experience inside our body and mind
Explain that “feelings” are the emotions that arise in response to our thoughts.
Behaviors
- What we do in response to our thoughts and feelings
- Actions like studying, avoiding, talking, or physical reactions
Explain that “behaviors” are the actions we take or avoid based on our thoughts and feelings.
Example Scenario
- Thought: “I’ll fail this test.”
- Feeling: Anxious
- Behavior: Avoid studying
Walk students through this simple scenario. Point out each part of the triangle.
Why Challenge Thoughts?
- Unhelpful thoughts can trigger negative feelings and actions
- Changing thoughts can lead to healthier emotions and choices
- Builds resilience and confidence
Emphasize why it’s helpful to notice and challenge unhelpful thoughts.
Group Activity Instructions
- Form groups of 3–4 students
- Use the Thought–Feeling–Behavior Triangle Worksheet
- Brainstorm real-life scenarios and label Thought, Feeling, Behavior
- Place sticky notes on the triangle diagram
Explain the group activity step by step and show the worksheet to the class.
Discussion & Next Steps
- Each group shares one scenario
- Discuss: How would changing the thought change the feeling or behavior?
- Next session: Strategies to challenge unhelpful thoughts
Invite groups to share one scenario and reflect. Preview that Session 2 will cover strategies to challenge unhelpful thoughts.
Worksheet
Session 1 Triangle Worksheet
Name: ____________________________ Date: _______________
Instructions
Think of situations in your own life or school where a thought led to a feeling and then a behavior. For each scenario below:
- Briefly describe the situation.
- Draw the CBT triangle.
- Label each corner with the Thought, Feeling, and Behavior you experienced.
Scenario 1: Situation Description
Describe your situation in one or two sentences:
1) Draw Your CBT Triangle Here
(Use the space below to sketch the triangle and arrow connections)
2) Label Each Corner
Thought:
Feeling:
Behavior:
Scenario 2: Situation Description
Describe a different situation in one or two sentences:
1) Draw Your CBT Triangle Here
(Use the space below to sketch the triangle and arrow connections)
2) Label Each Corner
Thought:
Feeling:
Behavior:
When you have finished, be ready to share one of your triangles with your group.
Discussion
Session 1 Discussion
Time: 7 minutes
Purpose: Deepen students’ understanding of how thoughts, feelings, and behaviors connect and practice reflecting on real-life examples.
Discussion Guidelines
- Listen respectfully and allow each person to finish before speaking.
- Speak in complete sentences and try to include details.
- Build on others’ ideas with questions or supportive comments.
Guiding Questions
- Recap Your Scenario
• What situation did you choose on your Session 1 Triangle Worksheet?
• What was your initial thought in that moment? - Thoughts and Feelings
• How did that thought make you feel?
• Did you notice any physical signs (e.g., racing heart, sweaty palms)?
• Follow-up: What other feelings might someone experience in a similar situation? - Thoughts and Behaviors
• What action did you take (or avoid) because of that thought and feeling?
• How did that behavior help or hurt you in the long run?
• Follow-up: Can you think of a different action you might have tried? - Challenging Unhelpful Thoughts
• If you discovered this thought wasn’t totally true, what could be a more helpful, balanced thought?
• How might that new thought change your feeling or behavior?
• Follow-up: Who could you ask for help or evidence to test whether your new thought makes sense? - Real-Life Applications
• When else might you notice an unhelpful thought in your daily life?
• How could you use the CBT triangle to handle that situation differently next time?
Closure
- Invite one or two volunteers to share a key insight they gained from today’s discussion.
- Emphasize the takeaway: we can become “Mind Code Detectives” by noticing thoughts, testing them, and choosing healthier thoughts to improve how we feel and what we do.
- Preview Session 2: learning specific strategies to challenge unhelpful thoughts and build resilience.
Lesson Plan
Session 2 Lesson Plan
Teach students practical CBT strategies to challenge unhelpful thoughts—identifying automatic thoughts, examining evidence, and crafting balanced alternatives; apply these steps to real-life scenarios.
Equipping students with cognitive restructuring skills reduces negative emotions and promotes healthier behaviors, fostering resilience and emotional well-being.
Audience
Middle School Students (Grades 6–8)
Time
30 minutes
Approach
Interactive instruction, guided practice, and group discussion
Materials
Session 2 Slide Deck, Thought Challenge Strategies Worksheet, Markers, and Whiteboard or Chart Paper
Prep
Prepare Session Materials
10 minutes
- Review the Session 2 Slide Deck to understand key teaching points.
- Print one Thought Challenge Strategies Worksheet per student.
- Write one or two brief example scenarios on chart paper for demonstration.
- Gather markers and ensure whiteboard or chart paper is ready for modeling.
Step 1
Review & Introduction
5 minutes
- Quickly recap the CBT triangle from Session 1 and ask a volunteer to explain one corner.
- Introduce today’s focus: challenging unhelpful thoughts using evidence and balanced thinking.
- Pose question: “Have you ever believed a thought so strongly that it felt totally true?” Solicit examples.
Step 2
Teach Thought‐Challenging Steps
10 minutes
- Display the thought‐challenging steps slide:
- Identify the unhelpful automatic thought.
- Gather evidence that supports the thought.
- Gather evidence that contradicts the thought.
- Develop a balanced, more realistic thought.
- Demonstrate with a teacher‐prepared scenario on chart paper.
- Ask students to help list evidence for and against the thought.
Step 3
Guided Worksheet Practice
10 minutes
- Distribute the Thought Challenge Strategies Worksheet.
- Guide students through the first scenario together, modeling how to fill each column.
- Then have students work independently or in pairs on the second scenario.
- Circulate to support and prompt deeper thinking.
Step 4
Discussion & Reflection
5 minutes
- Use the Session 2 Discussion to guide conversation:
• What balanced thought did you create, and how does it feel different?
• Which step was hardest—finding evidence for or against?
• How could you use this strategy next time you feel anxious or upset? - Highlight how thinking more realistically can change feelings and actions.
- Preview Session 3: applying skills to personal goals and planning next steps.
Slide Deck
Mind Code Detectives: Session 2
Challenging Unhelpful Thoughts with CBT
Welcome back, detectives! Remind students that today we’ll build on what we learned about the CBT triangle to challenge unhelpful thoughts.
Recap: CBT Triangle
Thoughts ↔ Feelings ↔ Behaviors
Briefly revisit the Thought–Feeling–Behavior triangle. Ask a volunteer to name one part and explain it.
Why Challenge Unhelpful Thoughts?
- Unhelpful thoughts can trigger negative feelings and behaviors
- Challenging them can improve how we feel and act
- We’ll use a simple 4-step process
Explain why challenging thoughts matters: it can break the cycle of negative feelings and actions.
Thought-Challenging Steps
- Identify the unhelpful automatic thought
- Gather evidence that supports the thought
- Gather evidence that contradicts the thought
- Develop a balanced, realistic thought
Introduce the four key steps. Emphasize we’ll practice each step in depth.
Step 1: Identify the Thought
- Notice the quick, automatic thought in the situation
- Ask yourself: “What was I telling myself in this moment?”
Focus on noticing your inner self-talk as soon as a situation triggers a feeling.
Step 2: Evidence FOR the Thought
- List facts or experiences that support the thought
- Be honest but keep it brief
Help students see how to find facts or memories that seem to back up the thought.
Step 3: Evidence AGAINST the Thought
- List facts or experiences that contradict the thought
- Consider alternative explanations or strengths
Encourage students to look for exceptions or positive evidence.
Step 4: Balanced Thought
- Use your evidence to craft a more realistic thought
- It should feel fair and improve your mood
Show how to combine both sides of evidence into a fair, helpful thought.
Example Scenario
- Situation: I see my test score and think “I’m so dumb.”
- Thought: “I’m so dumb.”
- Evidence FOR: I got a low score
- Evidence AGAINST: I studied hard; I’ve done well on other tests
- Balanced Thought: “I didn’t do my best on this test, but I can learn and improve.”
Walk through this example step-by-step. Highlight how the balanced thought sounds.
Guided Practice & Next Steps
- Complete the Thought Challenge Strategies Worksheet
- Work on scenarios 1 & 2 with a partner
- Be ready to discuss: What balanced thought did you create?
Next session: We’ll apply these skills to your personal goals!
Guide students into practice and set up the discussion for reflection.
Worksheet
Session 2 Challenge Worksheet
Name: ____________________________ Date: _______________
Instructions
Use the four-step thought-challenging process for each scenario. For each step, write your response on the lines provided.
Scenario 1: Situation Description
Briefly describe the situation that triggered an automatic thought:
1. Automatic Thought
2. Evidence FOR the Thought
(List facts or experiences that support this thought)
3. Evidence AGAINST the Thought
(List facts or experiences that contradict this thought)
4. Balanced Thought
(Use your evidence to craft a fair, realistic thought)
Scenario 2: Situation Description
Briefly describe a different situation that triggered an automatic thought:
1. Automatic Thought
2. Evidence FOR the Thought
(List facts or experiences that support this thought)
3. Evidence AGAINST the Thought
(List facts or experiences that contradict this thought)
4. Balanced Thought
(Use your evidence to craft a fair, realistic thought)
When you finish, be ready to share your balanced thoughts with a partner and discuss how they might change your feelings or actions.
Discussion
Session 2 Discussion
Time: 5 minutes
Purpose: Reflect on the thought-challenging process, share insights, and discuss how balanced thinking can influence feelings and behaviors.
Discussion Guidelines
- Listen without interrupting and show respect for everyone’s ideas.
- Speak clearly, use complete sentences, and give specific examples.
- Encourage and build on classmates’ contributions with questions or supportive comments.
Guiding Questions
- Your Scenarios & Thoughts
• Which scenario did you work on from the Session 2 Challenge Worksheet?
• What was your original automatic thought? - Evidence For vs. Against
• What evidence did you find that supported your thought?
• What evidence did you find that contradicted it?
• Follow-up: Which of these two steps felt easier or harder, and why? - Crafting a Balanced Thought
• What balanced, realistic thought did you develop?
• How did this new thought make you feel compared to the original thought?
• Follow-up: What might you do differently when you notice that original automatic thought? - Impact on Behavior
• How could your balanced thought change what you do in a similar situation?
• Can you think of a specific action you might take instead of your old behavior? - Future Applications
• When else in your life (at school, home, or with friends) could you use this four-step process?
• Who could you ask for help or feedback when you’re challenging a tough thought?
Closure
- Invite one or two volunteers to share a key “aha” moment or how they plan to use balanced thoughts this week.
- Emphasize the takeaway: by gathering evidence and crafting fair thoughts, we can change how we feel and act.
- Preview Session 3: applying these CBT skills to personal goals, building resilience, and planning next steps.
Lesson Plan
Session 3 Lesson Plan
Students will apply CBT skills to personal goals by identifying and challenging unhelpful thoughts that may block progress, then creating a balanced-thought action plan to support resilience and goal achievement.
This session helps students integrate CBT strategies into real-life goals, boosting self-awareness, confidence, and persistence when facing challenges.
Audience
Middle School Students (Grades 6–8)
Time
30 minutes
Approach
Reflection, goal-setting, peer feedback, and action planning
Materials
Session 3 Slide Deck, Personal Goal Action Plan Worksheet, Markers, and Whiteboard or Chart Paper
Prep
Prepare Session Materials
10 minutes
- Review the Session 3 Slide Deck to understand key discussion points.
- Print one Personal Goal Action Plan Worksheet per student.
- Prepare a sample personal goal with an unhelpful thought example on chart paper.
- Gather markers and ensure whiteboard or chart paper is ready for student planning.
Step 1
Recap & Introduction
5 minutes
- Briefly review the CBT triangle and thought-challenging steps from Sessions 1 & 2.
- Explain today’s focus: applying these skills to personal goals.
- Ask students to silently think of one personal goal (academic, social, or personal).
Step 2
Personal Goal Reflection
8 minutes
- Distribute the Personal Goal Action Plan Worksheet.
- Instruct students to write their chosen goal and the automatic thought that might block progress.
- Prompt them to note associated feelings and behaviors.
Step 3
Thought-Challenging & Action Planning
10 minutes
- Guide students through the worksheet steps:
- Gather evidence FOR the unhelpful thought
- Gather evidence AGAINST the unhelpful thought
- Craft a balanced, realistic thought
- Define one specific action step toward their goal that incorporates the balanced thought
- Circulate to support reasoning and planning.
Step 4
Peer Feedback & Discussion
5 minutes
- Pair students to share their goal, balanced thought, and action plan.
- Partners offer supportive feedback or suggestions for stronger balanced thoughts and actions.
- Use prompts: “What evidence helped you?” and “How will this action move you forward?”
Step 5
Closure & Next Steps
2 minutes
- Invite 2–3 volunteers to share their goal and one key insight.
- Emphasize: continuing to practice CBT skills turns you into everyday “Mind Code Detectives.”
- Encourage students to implement their action steps this week and reflect on progress.
Slide Deck
Mind Code Detectives: Session 3
Applying CBT Skills to Your Personal Goals
Welcome back, Mind Code Detectives! Today we’ll apply everything we’ve learned—CBT triangle and thought‐challenging steps—to your own personal goals.
Recap: CBT Triangle & Thought‐Challenging
• Thoughts ↔ Feelings ↔ Behaviors
• Four steps: Identify thought → Evidence for → Evidence against → Balanced thought
Briefly revisit how thoughts, feelings, and behaviors connect and how we challenge unhelpful thoughts.
Today’s Focus
- Choose a personal goal
- Identify a blocking thought
- Challenge the thought
- Create an action plan
Introduce today’s focus: moving from balanced thoughts to concrete actions toward a goal.
Step 1: Define Your Goal & Thought
• Think of one goal (academic, social, or personal)
• Write the automatic thought that might hold you back
Guide students to begin the worksheet by naming their goal and blocking thought.
Step 2: Evidence For & Against
• List facts that support your blocking thought
• List facts that contradict it
This helps you see the whole picture
Explain gathering evidence for and against the blocking thought.
Step 3: Craft a Balanced Thought
• Combine your evidence into a realistic, helpful thought
• Make it fair and supportive, not too harsh or too easy
Show how to use evidence to craft a fair, balanced thought.
Step 4: Action Planning
• Decide one concrete step you can take this week toward your goal
• Use your balanced thought to guide that step
Help students translate their balanced thought into a specific, doable action toward their goal.
Peer Feedback & Discussion
- Pair up and share your goal, thought, and action step
- Ask: “What evidence helped you most?”
- Suggest one idea to make your balanced thought or action stronger
Provide guidelines for peer feedback to refine plans and thoughts.
Closure & Next Steps
• Invite 2–3 students to share their goal and action step
• Emphasize: Practicing these steps turns you into real-life Mind Code Detectives
• Encourage everyone to carry out their action plan this week and reflect on progress
Close the session by inviting a few volunteers to share and encouraging students to try their plan.
Worksheet
Session 3 Goal Worksheet
Name: ____________________________ Date: _______________
Instructions
Use the CBT skills you’ve learned to apply to a personal goal. Follow the steps below to identify and challenge any unhelpful thought that might block your progress, then create an action plan guided by a balanced thought.
1. Your Personal Goal
What is one goal you want to achieve (academic, social, or personal)?
2. Blocking Automatic Thought
What automatic thought might hold you back from pursuing this goal?
3. Associated Feelings and Behaviors
How does this thought make you feel?
Feelings:
What do you tend to do (or avoid doing) because of this thought?
Behaviors:
4. Evidence FOR the Blocking Thought
List facts or experiences that support this unhelpful thought.
5. Evidence AGAINST the Blocking Thought
List facts or experiences that contradict or challenge this thought.
6. Craft a Balanced Thought
Use the evidence above to write a fair, realistic thought that feels supportive.
7. Action Plan
What is one specific step you can take this week toward your goal, guided by your balanced thought?
When you have finished, be ready to share your goal, balanced thought, and action plan with a partner. Discuss how this plan will help you move closer to your goal.”}
Discussion
Session 3 Discussion
Time: 5 minutes
Purpose: Reflect on personal goals, balanced thoughts, and action plans; share insights and identify supports for carrying out your plan.
Discussion Guidelines
- Listen attentively and wait for others to finish speaking.
- Speak in complete sentences and be specific about your goal and plan.
- Offer constructive, supportive feedback; ask questions to clarify or deepen thinking.
Guiding Questions
- Share Your Plan
• What personal goal did you choose on your Session 3 Goal Worksheet?
• What balanced thought did you craft, and what action step will you take this week? - Insights from Balancing Thoughts
• How did creating a balanced thought change how you feel about your goal?
• Follow-up: How might this new thought influence your motivation or confidence? - Anticipating Challenges
• What obstacles do you think might come up when you try your action step?
• Follow-up: How could your balanced thought help you overcome those obstacles? - Support & Accountability
• Who could you share your action plan with for encouragement or feedback?
• What specific strategy will you use to remember and follow through on your step? - Looking Ahead
• How will you know you’re making progress toward your goal?
• Follow-up: What will you do if your first action step doesn’t go as planned?
Closure
- Invite 2–3 volunteers to briefly share one key takeaway or plan for checking in on their progress.
- Emphasize: practicing these skills—notice thought, gather evidence, craft balanced thoughts, take action—helps you grow as real-life Mind Code Detectives.
- Encourage everyone to carry out their action step this week and reflect on how their balanced thought supports their progress.