Lesson Plan
My Well-Being Action Plan
Students will create a one-page weekly well-being plan including two daily protective habits, one early warning cue, one coping strategy, and a safety step.
This lesson empowers students to proactively manage their mental and emotional health by developing practical strategies for maintaining well-being and addressing challenges.
Audience
10th Grade
Time
30 minutes
Approach
Through modeling, drafting, and peer review, students will construct a personalized well-being plan.
Materials
From Ideas to Action Slides, Well-Being Plan Template, Plan Quality Criteria, and Exit Ticket Commitment Check
Prep
Teacher Preparation
15 minutes
- Review all generated materials: My Well-Being Action Plan Lesson Plan, From Ideas to Action Slides, Well-Being Plan Template, Plan Quality Criteria, and Exit Ticket Commitment Check.
- Prepare the presentation slides.
- Make copies of the Well-Being Plan Template and Plan Quality Criteria for each student.
Step 1
Do Now: Share a Habit
5 minutes
- Display the "Do Now" slide from the From Ideas to Action Slides.
- Ask students to quietly reflect and then share one habit that helps them feel steady or maintain their well-being. This can be a quick pair-share or a brief whole-class share.
- Transition to the lesson objective by explaining that today they will formalize these ideas into a personal plan.
Step 2
Model a Strong Well-Being Plan
7 minutes
- Present the From Ideas to Action Slides on well-being plan components.
- Project and walk through a sample completed well-being plan (not included, teacher to create if desired for a more in-depth example, or use the template to verbally model).
- Explain each section: protective habits, early warning cues, coping strategies, and safety steps.
- Introduce the Plan Quality Criteria and demonstrate how a strong plan would meet these criteria.
Step 3
Draft Plan: Habits, Cue, Strategy, Safety Step
10 minutes
- Distribute the Well-Being Plan Template to each student.
- Instruct students to begin drafting their personal well-being plan, focusing on including all key components as discussed.
- Circulate around the room, providing individual support and answering questions.
- Remind students to refer to the Plan Quality Criteria as they work.
Step 4
Peer Review and Revise
5 minutes
- Ask students to pair up with a classmate.
- Instruct them to use the Plan Quality Criteria to provide feedback on their partner's drafted well-being plan.
- Students should offer constructive criticism and suggest revisions based on the criteria.
- Allow a few minutes for students to make initial revisions based on peer feedback.
Step 5
Exit: Commitment Check
3 minutes
- Distribute the Exit Ticket Commitment Check.
- Instruct students to complete the exit ticket, including their commitment to start their plan, a planned check-in date, and who they will check in with.
- Collect the exit tickets as students leave. This serves as a quick assessment of their understanding and commitment.
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Slide Deck
From Ideas to Action
Your Well-Being Action Plan
Taking charge of your well-being, one step at a time.
Welcome students and introduce the day's topic: creating a personal well-being action plan. Emphasize the importance of proactive self-care.
Do Now: Steady Habits
Think about your daily life.
What is one habit or routine that helps you feel steady, calm, or generally well?
Share with a partner!
Prompt students with the 'Do Now' question. Give them a minute to think, then ask for a few volunteers to share their habits with the class or a partner.
Why a Well-Being Plan?
Just like we plan for school projects or sports, we can plan for our well-being!
A well-being plan helps you:
- Stay healthy and happy
- Notice when things are getting tough
- Know what to do to feel better
- Have support when you need it
Explain the purpose of a well-being plan. Connect it to their 'Do Now' activity – formalizing what they already intuitively do.
Protective Habits: Your Daily Armor
These are the things you do regularly to keep yourself feeling good.
Think of them as your daily self-care routine!
Examples:
- Getting enough sleep
- Eating nutritious food
- Exercising
- Spending time on hobbies
- Connecting with friends or family
Introduce 'Protective Habits.' Give examples beyond just sleep and healthy eating, like listening to music, spending time in nature, or connecting with friends. Encourage students to think broadly.
Early Warning Cues: Listen to Yourself
These are small signs that tell you when your well-being might be starting to dip.
They are unique to you!
Examples:
- Changes in sleep (too much or too little)
- Feeling more irritable or sad
- Losing interest in things you usually enjoy
- Increased fatigue
- Difficulty concentrating
Discuss 'Early Warning Cues.' Explain that these are subtle signs that indicate their well-being might be declining. Emphasize that everyone's cues are different. Ask for some general, non-personal examples.
Coping Strategies: Your Toolkit
These are specific actions you can take when you notice your early warning cues.
What helps you feel better or get back on track?
Examples:
- Deep breathing exercises
- Talking to a trusted friend or adult
- Journaling
- Listening to calming music
- Going for a walk
Explain 'Coping Strategies.' These are active steps they can take when they notice their early warning cues. Stress that it's about having a toolkit of strategies.
Safety Step: Who's Got Your Back?
This is a plan for what to do if you feel overwhelmed or are struggling significantly.
Who can you reach out to for help and support?
Examples:
- A trusted family member
- A school counselor or teacher
- A mental health professional
- A crisis hotline number
Introduce 'Safety Steps.' This is a crucial element for more serious situations. Emphasize that it's about having a plan for when things feel overwhelming, and who they can turn to.
Putting It All Together
Your plan will include:
- Protective Habits (2 daily)
- Early Warning Cue (1)
- Coping Strategy (1)
- Safety Step (1)
We'll use the Well-Being Plan Template and the Plan Quality Criteria to guide our work.
Briefly review the main components. Then introduce the 'Well-Being Plan Template' and 'Plan Quality Criteria'. Explain that they will use these to draft and review their plans.
Peer Review: Sharpen Your Plan
After drafting your plan, you will:
- Pair up with a classmate.
- Use the Plan Quality Criteria to review your partner's plan.
- Offer kind and helpful feedback.
- Revise your plan based on the feedback.
Explain the peer review process. Emphasize constructive feedback using the rubric.
Exit Ticket: Your Commitment
Before you leave, complete the Exit Ticket Commitment Check.
Think about:
- When will you start using your plan?
- Who will be your check-in partner?
- When will you check in?
Conclude with the 'Exit Ticket.' Remind students that commitment and follow-through are key.
Project Guide
My Personal Well-Being Action Plan
Name: ___________________________ Date: _____________
My Daily Protective Habits
What are two things you do regularly to maintain your well-being? These are actions that help you feel good and stay steady.
My Early Warning Cue
What is one small sign that tells you your well-being might be starting to dip? This is unique to you!
My Coping Strategy
What is one specific action you can take when you notice your early warning cue? What helps you feel better or get back on track?
My Safety Step
Who can you reach out to for help and support if you feel overwhelmed or are struggling significantly? Include a name and how you would contact them.
My Reflection (Optional)
How do you feel about your plan? What's one thing you're committed to trying this week?
Rubric
Well-Being Plan Quality Criteria
Use this rubric to assess your own well-being plan and to provide feedback to a peer.
| Criteria | Exceeds Expectations (4 pts) | Meets Expectations (3 pts) | Approaching Expectations (2 pts) | Needs Support (1 pt) |
|---|---|---|---|---|
| Clarity of Protective Habits | Two highly specific and clearly actionable daily habits are described with examples of how they support well-being. | Two specific and actionable daily habits are described. | One or two general habits are listed, but they lack specificity or clear actionability. | Habits are missing or are too vague to be useful. |
| Specificity of Early Warning Cue | One highly specific and personalized early warning cue is identified, with a clear description of how it manifests. | One specific early warning cue is identified. | A general warning sign is noted, but it lacks personal specificity. | Early warning cue is missing or is too vague. |
| Actionability of Coping Strategy | One highly specific, practical, and personally effective coping strategy is described in detail. | One specific and practical coping strategy is described. | A general coping idea is mentioned, but it lacks specific steps or personal relevance. | Coping strategy is missing or is not actionable. |
| Completeness of Safety Step | A comprehensive safety step is outlined, including at least one specific trusted person/resource and clear contact information/action steps. | A safety step includes a trusted person/resource and a general idea of how to contact them. | A safety step is mentioned, but it lacks specific contact information or a clear plan of action. | Safety step is missing or is incomplete. |
| Overall Thoughtfulness/Completeness | The plan demonstrates deep reflection and a thorough understanding of all components, making it highly personalized and ready for implementation. | The plan addresses all components adequately and shows a good understanding of the concepts. | The plan addresses most components but shows some gaps in thoughtfulness or understanding. | The plan is largely incomplete or shows minimal understanding of the components. |
Cool Down
Exit Ticket: Commitment Check
Name: ___________________________ Date: _____________
My Well-Being Commitment
-
I commit to starting my well-being plan on:
-
I will check in about my plan with (name of partner/trusted adult):
-
We will check in on (date):
Reflection
-
One important thing I learned today about well-being is:
-
One thing I am still wondering about well-being is: